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AMERICANIZATION 


















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AMERICANIZATION 
IN PHILADELPHIA 


A CITY-WIDE PLAN OF 
CO-ORDINATED AGENCIES 


UNDER DIRECTION OF 

THE AMER ICANIZATION COMMITTEE 

PHILADELPHIA CHAMBER OF COMMERCE 

n 


A 


MANUAL FOR AMERICANIZATION WORKERS 


“And thou, Philadelphia, the virgin settlement of this province, 
named before thou wert born, what love, what care, what service and 
what travail has there been to bring thee forth and preserve thee from 
such as would abuse and defile thee: My soul prays to God for thee that 
thou mayst stand in the day of trial, that thy children may be blessed 
of the Lord, and thy people saved by His power ”—William Penn. 












PHILADELPHIA CHAMBER OF COMMERCE 

President —CHARLES P. VAUGHAN 
General Secretary —N. B. KELLY 

AMERICANIZATION COMMITTEE 

Walter P. Miller, Chairman 

Walter P. Miller Paper Box Co. 

B. Frank Day .Philadelphia Electric Company 

A. G. Dean .H. 0. Wilbur & Sons. 

Milton D. Gehris .John B. Stetson Company 

Arthur C. Jackson .The Miller Lock Company 

Dr. E. H. McIlvain _Edw. G. Budd Manufacturing Co. 

D. Montfort Melchior .Girard College 

Franklin Smedley .Smedley Brothers Company 

Edwin E. Bach .Director Americanization Bureau 


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Copyrighted, 1923, EDWIN E. BACH, Philadelphia, Pa. 


LIBRA** OF CONG 


MAR 2 019/4 


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Table of Contents 




(For specific information see the Index, page 91) 


Foreword.—Walter P. Miller, Chairman Americanization Com¬ 
mittee . 5 

Need of an Americanization plan; its method of operation. 7 

The City-Wide Plan stated . 8 

Factors to be considered in its development. 10 

Type programs organized within the field of community agencies 29 

Map showing the location of Americanization schools. 30 

Known results of effective Industrial Americanization. 36 

Plan of the John B. Stetson Americanization School, Philadelphia 40 

Agencies which admit of co-ordination in a city-wide plan. 49 

Existing laws to be considered in connection with a city-wide plan 51 

Information regarding the American flag . 58 

Statistical data showing the necessity for functioning plan. 59 

Illiteracy data of Philadelphia. 61 

Graph showing the character of the population of Philadelphia, 

opposite page. 62 

Citizenship status of the foreign born population of Philadelphia 63 

The Negro population of Philadelphia. 65 

Map showing the distribution of Negro population by wards .... 67 

Graph showing the death rate in Philadelphia from Tuberculosis 69 

The Immigrant a vital factor in America’s progress . 71 

Importance of an accurate citizenship census of employees. 77 

Detailed information for ready reference for Americanization 

workers . 78 

Annual recognition meetings of the foreign born. 83 

Suggestive outline for an Americanization address. 86 

Americanization bibliography!'%;^ubject^... 88 


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Acknowledgments 


We are indebted to the following for their 
contributions, which have made the publication 
of “Americanization in Philadelphia” possible: 

Edward G. Budd Manufacturing Company 
Mrs. Mary Walker Boggs 
Infant School Society of Philadelphia 
Walter P. Miller Paper Box Company 
Philadelphia Electric Company 
Henry Phipps Institute 
Smedley Brothers Company 
John B. Stetson Company 
John Wanamaker, Philadelphia 




Foreword 

r ^'HE necessity for an organized city-wide plan in Americanization, under a 
non-partisan, non-political and non-sectarian leadership, has long been ap¬ 
parent to individual workers who, through community agencies, have admin¬ 
istered to the welfare of our city. 

The Americanization of Philadelphia must be wrought through a medium 
which shall include both individual workers and city agencies. The individual 
can best serve the cause by associating himself with agencies for which definite 
programs have been formulated. The type programs, presented in the plan, 
have been organized within the fields of the respective agencies represented, in 
such a manner as to contribute in a very definite manner to the project as a whole. 

For the preparation of this book and this plan, and the leadership in the 
unification of Americanization effort in Philadelphia, we are indebted to Mr. 
Edwin E. Bach, State-Director of Americanization, who under an agreement with 
the State Department of Public Instruction with the Philadelphia Chamber of 
Commerce, has given freely of his time and effort to the service of Philadelphia. 

We gratefully acknowledge the financial contributions from our friends 
who have made this souvenir edition of “Americanization in Philadelphia” 
possible. For the cuts of “Historical Philadelphia,” we are indebted to the 
corporation of John Wanamaker, Philadelphia. Subsequent editions will be fur¬ 
nished at the cost of printing to individuals and organizations who may find need 
for a considerable number of copies in the promotion of the work. 

In the offering of this plan and leadership, the Philadelphia Chamber of 
Commerce through its committee, believes that it is making a definite contribution 
towards the solution of this perplexing problem which has developed simultan¬ 
eously wjth the industrial expansion that has made “Philadelphia the Workshop 
of the World.” 

The common causes of non-functioning Americanization programs, in the 
past, have been racial prejudice, sectarianism and politics; successful Americani¬ 
zation programs have been the result of united effort, trustful co-operation and 
unselfish service. 

Walter P. Miller, Chairman, 

Americanization Committee, Philadelphia Chamber of Commerce. 


Philadelphia, Pa., November 1, 1923. 


The American’s Creed 

“I BELIEVE in the United States of 
* America as a government of the peo¬ 
ple, by the people, and for the people; 
whose just powers are derived from the 
consent of the governed; a democracy 
in a republic; a sovereign nation of many 
sovereign states; a perfect Union and 
inseparable; established upon these 
principles of freedom, equality and jus¬ 
tice, and humanity for which American 
patriots sacrificed their lives and for¬ 
tunes. 

“I therefore believe it is my duty to 
my country to love it, to support its 
constitution, to obey its laws, to respect 
its flag and to defend it against all 
enemies.” 

William Tyler Page. 



Americanization in Philadelphia 

An intelligent approach to the Americanization of Philadelphia, implies 
a working knowledge of the facts responsible for the present conditions. 

The Federal Census of 1920 shows, of Philadelphians above 16 years of age, 
one person in 46 cannot speak English, one person in 38 is an alien citizen, 
one person in 31 cannot read any language and one person in 29 cannot write 
any language. 

We should expect to have a large foreign born population in a city which 
has over 6000 industries with more than one-quarter of a million employees and 
over a $1,000,000,000.00 worth of manufactured products in a year. 

Loyal and patriotic Philadelphians should have cause for real concern, that 
only 50% of the foreign born population of our city is naturalized and only one- 
third of the remainder has taken any steps towards citizenship. 

Americanization, whether of the native or of the foreign born ? becomes at 
once an educational, a social and an economical problem. The educational ad¬ 
justment of the newcomer, is plainly the problem of the public school, the college 
and the university. His usefulness to the community will depend upon the 
degree to which he is permitted to have a participating part in its activities as a 
citizen. His economic value will be in direct proportion to the extent to which 
industry contemplates for him real American working conditions. 

The Americanization of Philadelphia, when divested of all verbiage, which 
usually surrounds the discussion of such a plan, becomes a matter of plain 
business procedure. The factors to be considered are: 

1. A careful consideration of the characteristics of the present population 

and its status as to its literacy. 

2. The promotion of a plan which, if pursued intelligently and persistently, 

will remove illiteracy and all other un-American tendencies. 

3. The co-ordination of all community agencies, in such a manner as to 

effectively attack the problem through an extension of service in their 

respective fields. 

4. A sane leadership. 

Any individual or organization that may desire a definite place in this 
movement can be given a specific task. The plan is sufficiently flexible in 
arrangement to admit of community adjustment; it challenges all who have 
better citizenship for Philadelphia at heart. 

The keynote of the plan is social amalgamation which can only be realized 
through the operation of the psychological law of like-mindedness. As all social 
phenomena are not discernible in operation but can only be judged from results, 
it becomes doubly important that no unnecessary chance be taken in plan, 
method, or development. 

The procedure herewith presented is the result of numerous conferences and 
discussions relating to a co-operative plan, in which the needs of the immigrant 
were the subject of first consideration, but those needs have been indicated by 
the immigrant himself through the leaders of his group. 

This plan has been checked against experience in all the various fields herein 
considered and has for its goal a functioning citizenship, which combines the 
participation of the new citizen in the life of the community and releases all his 
energies for the common good of his fellow citizens. 


8 


AMERICANIZATION IN PHILADELPHIA 


A City-wide Americanization Plan 

Americanization is that process of assimilation which guarantees the full 
functioning of American citizenship. 

I. Purpose: 

To accomplish the Americanization of Philadelphia through the organization 
of a program in which all agencies may engage without duplication of effort. 

“We want to interpret America in terms of fair play; in terms of the square deal. 
We want in the end to interpret America in healthier babies that have enough milk 
to drink. We want to interpret America in boys and girls and men and women that 
can read and write. We want to interpret America in better living conditions and 
decent wages, in hours that will allow a father to know his family. This is American¬ 
ization in the concrete reduced to practical terms. This is the spirit of the Declaration 
of Independence put into terms that are social and economic.”— Franklin K. Lane. 

Philadelphia should be an American city in every sense of the word. 

II. Organization: 

To make a united attack through effective working units. 

a. In industry through plant organization. 

b. In the community through the co-ordination of agencies which can 

function in the program. 

“It ’aint the guns nor armament, nor funds that we can pay, 

It’s the close co-operation that makes ’em win the day, 

It ain’t the individual nor the army as a whole, 

It’s the everlastin’ team work of every bloomin’ soul.” 

Rudyard Kipling. 

Effective organization is the vehicle of accomplishment. 

III. Location of Illiterates: 

To establish an avenue of-communication through personal contact. 

“Illiteracy is the lowest form of intelligence. The illiterate is open to any propo- 
ganda and is more easily led into crime and into un-American activities than any other 
class of individual, because he receives all of his information second-handed.” 

Dr. Edwin C. Broome. 

Every immigrant must be induced to desire literacy and be given an oppor¬ 
tunity to become literate. 

IV. English First Campaign: 

To afford a medium of expression and understanding. 

“To be great, a nation need not be of one blood; it must be of one mind. If we 
think together, we can act together, and the organ of common thought and action is a 
common language. Race and heredity may be beyond our organized control: but the 
instrument of a common language is at hand for conscious improvement through 
education and social environment.”— John R. Commons. 

Every Philadelphian should have the ability to speak English. 


A CITY-WIDE AMERICANIZATION PLAN 


9 


V. Citizenship Campaign: 

To train for functioning citizenship. 

“God give us men! A time like this demands 
Strong minds, great hearts, true faith and ready hands 
Men whom the lust of office does not kill: 

Men whom the spoils of office cannot buy; 

Men who possess opinions and a will; 

Men who have honor—men who will not lie: 

Men who can stand before the demagogue 

And damn his treacherous doctrine without winking! 

Tall men, sun-crowned, who live above the fog 
In public duty and in private thinking: 

For while the rabble, with their thumb-worn creeds, 

Their large professions and their little deeds, 

Mingle in selfish strife, lo! Freedom weeps, 

Wrong rules the land, and waiting justice sleeps.” 

J. G. Holland 

Every Philadelphian should be an American citizen. 

VI. Americanism Campaign: 

To sustain a functioning citizenship. 

“There can be no divided allegiance here. Any man who says he is an American, 
but something else also, isn’t an American at all. We have room for but one flag, the 
American flag. We have room for but one language here, and that is the American 
language, for we intend to see that the crucible turns our people out as Americans, of 
American nationality, and not as dwellers in a polyglot boarding house; and we have 
room for but one soul loyalty, and that is a loyalty to the American people.”— Theodore 
Roosevelt. 

“To safeguard and transmit to posterity the principles of justice, freedom 
and democracy .’'—Preamble to Constitution of the American Legion. 

VII. Information Service: 

To eliminate exploitation and establish confidence. 

“From the time the immigrant lands, he is the prey of a host of swindlers. This 
warfare goes on ceaselessly, but it manifests itself in constantly varying ways. The 
number of unprincipled schemes which are concocted are infinite. Some adequate 
agency, or group of agencies, must therefore, stand guard to detect each new chicanery 
as rapidly as it is attempted.”— Reginald Heber Smith. 

Immigrants must be led to know the real America through reliable agencies. 

VIII. Objectives: 

1. Every Philadelphian a loyal, literate, and “able-to-speak English” 

American citizen. 

2. Every Philadelphia home maintaining American standards of living. 

3. Every Philadelphia child to be given an equal opportunity for 

health, education and happiness. 

4. Every Philadelphia industry approaching capacity production 

through the mutual efforts of the employer and the employee. 

5. Every Philadelphian engaged in an intensive campaign in construc¬ 

tive city-wide patriotism and loyalty. 

6. Every Philadelphian the embodiment of an abiding faith in him¬ 

self, his city, his country and his God. 


10 


AMERICANIZATION IN PHILADELPHIA 


Factors to be Considered in the Development 
of 

A City-wide Americanization Plan 

Meaning of Foreigner: 

“A man is not foreign because he was born in a foreign country, or because 
he does not speak the best of English, but because he clings to or is actuated by 
up-American and anti-American ideas .”—Albert Mamaty. 

Immigrant's Faith: 

“The immigrant’s faith in America is built upon its unique glory as The 
chosen land of a chosen people.’ All the people who have come to America 
came because they wanted to, because they wanted to love it. America has 
been peculiarly the land of immigrants and as such it arouses the faith of those 
who are now seeking what it has held out for so many years .’’—Helen Hart. 

Co-operation : 

“Co-operation is the big word of today and will be the bigger word of to¬ 
morrow. Work is a fine idea in and of itself, and working together makes a 
combination that cannot be beaten. 

“It is not sufficient for one set or party merely to do the cooing and the 
other the operating. It is a time for the recognition of our interdependence and 
that we have collective responsibilities. We could not go back to the old individ¬ 
ualistic methods if we would. Our whole processes of industry, of living in 
metropolitan communities means that we must develop a larger understanding 
and a larger recognition of our common problems; it means mutual conscious¬ 
ness—give and take—that we must use our reasons instead of our prejudices, 
our loves instead of our hates. 

“Every man and every group of people are worth being understood and 
have some contribution to make. The co-operative mind and habit have become 
a necessity and a man’s usefulness will increasingly depend upon whether he 
is born into that kingdom.”— S. C. Kingsley. 

Our Personal Responsibility: 

“Those of us who work with people in intimate and personal ways have 
unusual opportunites for making the world happier if we but use our professional 
tools in the right way, and, of course, our best tool is the mental concept we 
have about our work and the ability with which this concept may enable us to 
understand people better than we now do and to assist them to understand us.”— 
J. Prentice Murphy. 

Technique of Approach: 

“More sympathy and real interest and real brotherhood on the part of 
native Americans towards the foreign-born is needed if this Americanization 
movement is to be a success. This sympathy and interest can be awakened only 
by a greater knowledge concerning these various races immigrating to this 


FACTORS TO BE CONSIDERED IN A CITY-WIDE PLAN 


11 


country, by a knowledge of their characteristics, their history, and 
their past and present conditions in their native lands, for Americans 
must remember that these ‘foreigners/ have their glorious history, their patriotic 
struggles and their men of literature, art, science and every other line of human 
endeavor.” 

“Get into your heart, in the first place, some sympathy for the man who 
is in a foreign land. Let the best your nature can give come out, the tolerant 
part, the kindly part. If you are an employer give him opportunity that you 
would give others. Deal with him not as one whose labor you buy, but as a 
human soul, and we can transform that man before a generation is passed. 
There is only one way to translate yourself to him and that is by your conduct 
to the foreigner who is hereby translating America into square dealing, into 
justice and into kindness.” 

“When the American school boy shall have been taught by his parent to be 
kind to the lonesome child with a foreign accent in his voice, and not to join 
coward-like with a mob of young savages ‘to beat him up/ when the American 
school girl shall be trained at home that, in place of feminine cruelty, it is more 
American to exercise generous sisterhood, then, will the schools be on a fair way 
to make their final contribution to the Americanization of the foreign child and 
then will it be possible to approach the foreigner through the medium of his 
dearest possession, his child.” 

Story Telling As a Means of Approach: 

One of the most interesting activities as well as one of the most effective 
means of approach to the children and to the groups in the foreign-language 
section is through the well told story. A story telling division is being organized 
and all persons who desire to have a part in this movement should notify this 
office immediately. Service will be rendered through organized agencies in order 
that there may be no lost effort. For stories, lists and books, refer to the 
Free Library Association of Philadelphia. 

Music as a Means of Approach : 

“When our foreign-born citizens sing together and sing with us surely it 
works towards a firm foundation for a safe citizenship. All ages and all creeds 
and all races joined in singing our American ballads, folk songs and patriotic 
hymns at the recreation centers during our work. No surer approach to a har¬ 
monious citizenship can be reached than the approach of music. Community 
music is of no educational value. It is simply a socialing factor which creates 
an atmosphere of good fellowship and contentment; it permeates every station 
of society. It liberates the power of expression of people.”—Director of Music 
League of Philadelphia. 

Music is one of the best avenues of approach to the Americanization of the 
foreign-born groups. It has the advantage of mass participation in which the 
individual loses his identity and yet expresses himself most freely without 
embarrassment. 

All foreign groups have their own music and when properly approached are 
willing to stage concerts and general musical entertainments for the public, thus 
giving of their culture to the common good. 


12 


AMERICANIZATION IN PHILADELPHIA 


An organization of the racial musical groups would prove to be one of the 
most effective agencies in the work. 

Foreign Language Organizations: 

The foreign language beneficial association the foreign language lodge and 
the foreign language church represent possibilities for Americanization in group 
that has not yet been approached with any degree of efficiency. 

When an organization commits itself to a program and all work together 
for its accomplishment, there can be no failure. Some of the organizations 
mentioned have clauses in their by-laws which demand that members prepare 
themselves within a given time for citizenship or they must sever their connection 
with the order. The demand is made in order that the members may be able to 
advance themselves and in order that they may be in position to render service 
to their adopted country. 

Speakers Bureau: 

A reliable speakers bureau is essential to a functioning Americanization 
program because the “word of mouth appeal” together with the “appeal of per¬ 
sonality” are still the greatest assets which any movement can have. There is 
constant demand for speakers which in the past has been filled with greatest 
difficulty. The personnel should be made up of the most forceful and eloquent 
representatives of city agencies and of the most prominent naturalized citizens 
of all races. Requests have been sent out by this bureau to all leading organiza¬ 
tions and to prominent individuals for registration in this bureau in order that 
there may be no delay in the establishment of this service. If a notice has not 
reached your organization kindly advise this bureau at once. 

Native Language as a Factor in Americanization: 

“No one questions the necessity for the immigrant learning the English 
language, but of primary importance in the transplanting of the ‘uprooted’ immi¬ 
grant is his desire for security. When the effort is made to teach the immigrant 
the true foundations of American life and American ideals, he must be enabled, 
in adjusting himself to the conditions of his new environment, to preserve his 
equilibrium. 

“In so far as it is a medium of thought and self-expression, the native lan¬ 
guage of the immigrant is one of an important series of stabilizing forces. It serves 
as a ‘spiritual anchorage.’ It helps the immigrant to reconstruct his old environ¬ 
ment, to re-interpret the social influences of his former surroundings, so that they 
may provide him with inspiration and guidance in the transition to the new 
environment. It satisfies that craving for security and equilibrium which are es¬ 
sential to his well-being .”—Jacob Billikopf. 

Americanism Campaign: 

A permanent constructive community program in Americanism through 
an intelligent citizenry for the purpose of guaranteeing the perpetuity of American 
ideals is most essential to the success of this program. 

1. The fostering of community activities with this purpose in view are 
most helpful. Mass meetings, pageants, playlets, exhibits of art and 


FACTORS TO BE CONSIDERED IN A CITY-WIDE PLAN 


13 


handicraft of the foreign born, story telling parties, formal exercises 
in the granting of citizenship papers, formal observance of legal 
holidays—the foreign-born participating and “all-nation entertain¬ 
ments,” are some forms of expressions in which communities may 
participate. 

2. Definite continuance of educational activities are imperative, such as: 

a. Thorough going citizenship courses in public schools. 

b. Systematic citizenship training courses for adults. 

c. Citizenship lectures and popular illustrated talks. 

d. Americanization sermons in the churches. 

e. Americanization courses for clubs and other community organ¬ 

izations. 

f. Available Americanization reference materials in libraries. 

g. Campaign through the public press, native and foreign. 

h. Rigid censorship of text-books used in public schools. 

3. Essay writing contests on Americanism. 

4. Most manly boy and most womanly girl contests. (Awards). 

5. Law enforcement: 

a. Flag laws. 

b. Teaching of common school branches in English. 

c. Sabbath observance laws. 

d. Housing laws. 

e. Landlord and tenant laws. 

f. Women and children in industry. 

g. The 18th Amendment. 

h. Compulsory School Law. 

6. Live Americanism in your personal daily life. 

7. Non-political police force; training of patrolmen as agents of Ameri¬ 

canization. 

The Settlement: 

“The settlement stresses the spiritual side of life, the cultivation of truth, 
purity, high endeavor, unselfish service to others. It provides constantly for 
social gatherings, which serve to cultivate a community spirit as opposed to 
class spirit. It is a center for recreational and educational efforts, which will 
engender true democracy. It seeks to unify the life of the neighborhood in a 
steadfast effort to secure for every member of the community an opportunity 
to develop his or her life into the best of which each is capable. Finally, the 
settlement stands unfalteringly for this proposition, as applicable to every human 
being: ‘Whatever we get in life which may enrich body and soul, we should 
spend in the service of others.’ ”— R. R. Porter Bradford. 


Value of Play: 

“In childhood play is the serious business of life. Adults rarely regard it 
seriously enough. They feel themselves, their own business and the pleasures of 
maturity, as more important. In so far as one generation can foster, guide and 


14 


AMERICANIZATION IN PHILADELPHIA 


guard efficiently the play and recreation of its children, it puts upon their feet 
‘the shoes of happiness/ stout and well wearing, in which they may run and dance 
over rough places on the path of life. No generation has adequately recognized 
the need of play as an end in itself .”—Anna F. Davies. 

Instruction in Play: 

“Detroit has developed workers who stand ready to assist in play. If a 
church or any organization is to give a social or party, it may call on these 
public workers to help entertain. If a mother is giving a party for her children, 
she may feel at liberty to call upon the worker. Churches are co-operating in 
having entertainments. Thousands of people were trained last year for the pur¬ 
pose of rendering such service .”—Thomas S. Settle. 

The Factor of Segregation: 

“The segregation and clannishness of the immigrant groups is erroneously 
called a characteristic peculiar to them; all of us choose our homes among those 
people with whom we feel most comfortable, with the result that all of us really 
live segregated in districts; those who come from the same country naturally feel 
unity. We have then in segregation merely a manifestation of a common human 
characteristic.” 

We can dissolve these colonies only as we offer a fuller life to those who 
live in them. When the inhabitants of our foreign districts find full fellowship 
in our communities and equality of treatment and of opportunity, they will find 
in the new relation a happiness greater than in -the old, then will disintegration 
come about naturally. 

Racial Responsibility: 

“Both white and colored races came to America at the Same time and all 
that is America is a result of their joint endeavors. Therefore, it is reasonable 
to expect that they should evolve a program of co-operation and development 
conducive to the best interests of each. 

“The principles on which the program should be built are to be found in the 
Ten Commandments, the Golden Rule, the Sermon on the Mount, the Declaration 
of Independence and the Constitution of the United States. In these documents 
are found all the moral maxims needed to adjust any human relations, but in 
America they all seem to break down along the color line. 

“Somehow in the natural order of things some nations come to the fore at 
given times. This makes such nations or races trustees of civilization. A trustee 
that exploits his trust for his own benefit alone is considered unworthy. The white 
race at present is in the position of trusteeship and if it abuses its trust to the 
detriment of other races it will be called upon to give an accounting.”— Prof. 
Kelly Miller. 

Social Equality: 

Much has been said about the matter of social equality in connection with 
Americanization movements. The complaint is usually made by persons who 
have nothing to contribute to the general good or by individuals , who are unwill¬ 
ing to prove their worthiness through service. 


FACTORS TO BE CONSIDERED IN A CITY-WIDE PLAN 


15 


Booker Washington said: “The wisest among my race understand that the 
agitation of questions of social equality is the extremest folly, and that the 
program in the enjoyment of all the privileges that will come to us must be the 
result of severe and constant struggle rather than artificial forcing. No race 
that has anything t'o contribute to the markets of the world is long in any degree 
ostracized.” 

“Not social identity, but opportunity, is the real demand of the unde¬ 
veloped .”—Anna F. Davies. 

Health : 

“Health matters, as one of the important aspects of life, have an integral 
part in the process of Americanization. The numberless habits, customs, stand¬ 
ards, upon which personal and family hygiene are based are of importance to 
the physician, and the health department, in relation to the care and prevention 
of disease. They are also everyday elements in determining the extent to 
which people are developing as Americans members-in-full of an American com¬ 
munity.” 

“Have people such habits and standards of household life that if good 
housing is available facilities will be used and not misused? This question 
involves health and Americanization at the same time. Do people know how 
to use the facilities for the care of disease, such as hospitals, sanitariums, 
clinics, well trained private doctors? Or are people too ill informed to make the 
best use of what is available? This is not only a question of health. It involves 
the exact extent to which people are intelligent participants in the American com¬ 
munity. Are people intelligently co-operative with the school nurse, with the 
department of health, the infant welfare or anti-tuberculosis agencies, public 
or private? Are people subject to exploitations of medical quack because of 
ignorance of good medical facilities combined with inability to read English? 
These again are matters of both health and Americanization .”—Davis 
Michaeal, Jr. 

“Sickness is one of the greatest causes of family difficulty. It strikes not 
only at the economic stability of the family but at the root of its social and 
spiritual unity. Mental strain and economic burden of sickness, with the necessity 
for all kinds of practical household readjustments, coupled with worry and 
uneasiness, may tend toward disintegration of the family group. Therefore, 
skilled assistance in meeting the needs of the sick and intelligent directing and 
sharing of responsibility in making necessary household adjustments, is often of 
great importance in preserving continuity of family life .”—Katharine Tucker. 

Because of the wide field embraced in health work among the foreign-born 
it is essential that all agencies touching any phase of life peculiar to them, 
should be enlisted in the city-wide plan. 

American Living Conditions: 

American living conditions imply: comfortable and sanitary houses, pure 
water, wholesome milk, gardens, recreation, churches, schools, opportunities for 
saving and investing, medical and hospital facilities and protection of life, limb, 
and property. 


16 


AMERICANIZATION IN PHILADELPHIA 


“The tenement with its lack of ventilation and light, and with its insanitation 
and untoward surroundings has done more to break down manhood and woman¬ 
hood in the large city than all the movements for uplift have been able to mend.” 

Bernard J. Newman, Managing Director of the Philadelphia Housing Asso¬ 
ciation, in a recent public interview said: “Philadelphia is gradually moving to¬ 
ward the tenement type of home. The particular bane of this trend other than 
economic and health hazards involved is that the larger percentage of such new 
accommodations are in converted buildings, originally intended for single family 
use and poorly adapted for multiple occupancy. 

“A survey just completed by the association of 61,135 houses, only 56 are 
vacant and fit for occupancy and for rent at $50 a month and less. 

“In December, 1922, the average increase over 1914 rents was 56.4 per cent, 
with one district, West Philadelphia, averaging more than 100 per cent. 

“Leases have been so drawn in many cases that tenants sign away all rights 
granted them by the tenant and landlord rights of the state; even copies of the 
leases are denied such tenants. 

“Numerous cases have been reported where poor ignorant tenants, often 
unable to speak English, were overdue only a few days with their advance pay¬ 
ments of the rent, when a constable descended upon them with a writ and pro¬ 
ceeded to frighten them into immediate payment of rent with his additional fees. 

“Families, sometimes of six to eight persons, have been evicted when they 
failed to meet exorbitant rent increase and were forced to crowd together into 
one or two rooms. 

“But more than the tenement is at fault in the housing of the foreign-born. 
Thirty thousand persons are living in court and alley properties, which have no 
street frontage, where adequate light and ventilation are*absent, where rooms are 
overcrowded, whole families living in single rooms, where there is no space for 
children to play. Between 10,000 and 13,000 houses are without sewer con¬ 
nection because from 15 to 20 miles of built street inlets, leaving in its wake filthy 
odors and insanitary pavements.” 

An American mother cannot rear her children in the American way under 
un-American living conditions; can we expect more of a foreign-born mother? 

American Working Conditions: 

“Labor is a commodity. But you cannot separate labor from the men who 
produce it. And those human beings are not commodities, and cannot be bought 
and sold. Individuals cannot be thought of as labor ‘en masse’ and count on 
your fingers the ‘commodities’: iron, steel, labor.” 

“The whole purpose of democracy is that we may hold counsel with one 
another, so as not to depend upon the understanding of one man, but to depend 
upon the counsel of all .”—Woodrow Wilson. 

“Men do not want to assume the duties of management; they want the 
chance to achieve simple happiness in the job and out of it, the chance to live 
their lives agreeably.” 

“The strike is a method of expressing disapproval when conditions in the 
industrial relationships become acute.” 

“So many factors enter the matter of wages that it is not possible to discuss 
them within a small compass of words but one thing is certain, that just wages 
are good business.”— Clark. 


FACTORS TO BE CONSIDERED IN A CITY-WIDE PLAN 


17 


Arthur Nash, the Cincinnatti clothing manufacturer makes the following 
statement regarding his phenomenal success: “The Golden Rule is the divine law 
governing human relationships, accepted by all religions and proclaimed by all 
prophets and teachers of every creed. It is the only infallible, workable, industrial 
and economic law in the universe today.” 

Henry Ford says: “Let manufacturers treat their men like men, pay them 
a living wage, and give them working conditions conducive to self expression and 
they will have gone far toward eliminating strife.” 

“Labor in the United States is better paid than labor anywhere else in the 
world. It lives in better homes. It wears better clothes. It has more leisure. It 
enjoys better food. It has a wider margin of choice in determining how and where 
it shall live. It has more essential freedom.”— Samuel Gompers. 

Industrial experiments have shown conclusively that the surest approach 
to capacity production lies in the promotion of favorable working conditions. 

Some of the factors that enter into the bringing about of American working 
conditions are: a just wage, pure air, good lighting, pure drinking water, washing 
facilities, sanitation, safety, first aid facilities, hospital facilities, workman’s 
relief, pensions, bonuses and a spirit of mutual helpfulness. 

American working conditions are especially needful as a means of interpreting 
to the foreign-born workman the attitude of the management towards him. 

The Simple Faith: 

Faith makes men work and makes men pray. 

The hopeless man sticks around and does nothing. The faithless man is 
always asking, “What’s the use?” The hopeful man is always on his toes. The 
man of faith is a human dynamo in his community. 

Faith is the giving of substance to things hoped for. Just as a glorified wish 
is a hope, so intensified hope is Faith. 

... I call upon you to live by Faith, for it is the man of Faith who in the 
last analysis is the just man. 

Faith, simple Faith, is the thing I commend. Faith in your neighbor, Faith 
in your public men. Faith in groups whose interest at first seems opposed to 
your own. Faith in America. Faith in Almighty God.— From Industrial Creed by 
Hon. George Wharton Pepper. 

Religion : 

“Religion is the root and center out of which come the eternal values— 
honor, faithfulness, friendship, human love, play, humor, seeking and finding 
new truth, and beauty and gratitude, including worship.”— Dr. Richard C. Calbot. 

Progress : 

“Progress is the growing participation of more and more people in more and 
more of the good things of life. Political progress is made when political power 
is given to the people; intellectual progress is made when we have opened the 
door of opportunity to every one, for an education; economic progress is made 
when we have made a wide distribution of our consumable wealth.”— C. A. Eaton, 


18 


AMERICANIZATION IN PHILADELPHIA 


Freedom: 

“Freedom needs interpretation. It means the power to do the better thing— 
to win over one’s lower self for the sake of others. It would seem to be the duty 
of an intelligent community to surround individuals and groups with influences 
which tend to create and foster such power. Man’s intelligence and will are 
limited enough at best, and any community is wise when it outlaws those things 
which weaken the intelligence and will to do the right.”'— Dr. Eugene Lyman 
Fisk. 

Democracy: 

“The quest for democracy in the worship of God brought Colonists from the 
Old World to America. Insistence on democracy in government and taxation 
led the Colonies to declare their independence and to establish the American 
nation. Determination not to allow democracy to be restricted by lines of race 
and color engulfed America in the Civil War and brought reunion, with slavery 
abolished. To make the ‘world safe for democracy’ was the motive which at 
length impelled America to play the decisive part in the great World War. 
America was born in democracy and has always lived by democracy.”— John 
Daniels. 

“Democracy is a device—the best so far invented—for diminishing the inter¬ 
ference of governments with liberty.”— Russell. 

“The test of a democracy is its willingness to trust its leaders.” 

“The principle of democracy is preserved if the source of authority is limited; 
the efficiency of democracy is secured if the extent of authority is enlarged.” 

Organization of an Americanization Committee: 

An Americanization committee should be organized in each ward having a 
large immigrant population, as a medium through which the program can be 
made to function. The membership should consist of representatives' of the 
various local agencies and naturalized citizens of the predominating racial groups. 
This committee should reach the illiterate through personal contact and through 
the language of the illiterate. Any existing ward organization of this type may 
be used for this purpose. 

Adequate Publicity : 

The first requisite of an Americanization campaign is a publicity which 
carries conviction; publicity weighted with the scientific essentials of good sales¬ 
manship. The schedule which follows will bring results if pursued persistently 
and vigorously. 

I. Publications: 

English newspapers; Foreign-language newspapers; industrial and tech¬ 
nical publications; plant and factory publications. 

II. Announcement slides in motion picture and public meetings. 

III. Bulletin boards: 

Public, post office, church, employment agencies, naturalization bureau, 
City Hall. 


FACTORS TO BE CONSIDERED IN A CITY-WIDE PLAN 19 

IV. Written notices: 

Foreign organizations, church organizations of all languages, industries, 
welfare agencies. 

V. The spoken word: 

Public mass meetings, community gatherings, pulpit announcements, 
judges of Naturalization Courts, speakers’ bureau. 

VI. Personal solicitation: 

Members of Americanization committees, school principals and teachers, 
racial group leaders, employers of labor, present members of the 
classes, alumni of Americanization classes. 

VII. Radio. 

The English Press: 

One of the greatest factors in Americanization is the assistance given the 
movement by the generous publicity of the daily press. The unbiased presen¬ 
tation of the various phases of the movement and the urge given to those agencies 
which should have a part in bringing about the realization of the program has 
been most helpful. The press has always been willing to report public meetings 
held in the interest of the movement as well as to create public sentiment in 
favor of whole hearted, city-wide functioning citizenship. 

The Foreign Language Press: 

The foreign language press has a very peculiar influence in moulding t{ie 
sentiment and clearing the atmosphere of misunderstanding among the foreign- 
born groups. These papers still hold the influence which is wielded by the “small 
town dailies and the county weeklies,” in that the subscriber reads the entire 
paper and in that the editor’s interpretation of America is accepted without 
question. 

The foreign language press is a necessity for the foreign language people 
until they can read the English language and as a medium of Americanization 
it has a most vital significance. The attitude of the press towards this movement 
can be judged from the fact that some of the publications carry weekly letters in 
Americanization and in citizenship. 

Technical Training for Teachers and Workers: 

“Any phase of Americanization work requires the services of individuals who 
have been highly trained along these lines. In the teaching of English to the 
non-English speaking adult one finds the supreme test of teaching ability. In 
training for American citizenship the broadest and highest conceptions of Ameri¬ 
can ideals are essential. In the approach to the home life of the new-comer, a 
refined sense of propriety and genuine brotherly love are mandatory. In com¬ 
munity co-ordination a definite technique of approach is as necessary as is the 
knowledge of the psychology of co-operation. Indeed, every aspect of Americani¬ 
zation requires careful, intensive training of teachers and of workers.”— A. W. 
Castle . 


20 


AMERICANIZATION IN PHILADELPHIA 


University Courses in Americanization : 

Summer school courses are being given regularly at The University of Penn¬ 
sylvania and at Temple University in Philadelphia under the joint auspices of 
the State Department of Public Instruction, the Universities, the Philadelphia 
Public Schools and the Philadelphia Chamber of Commerce. 

Temple University also conducts a course in Americanization through the 
regular school year for the benefit of the Philadelphia city teachers. Regular 
college credit is given for the completion of either the summer school or the 
regular school year courses. 

These courses cover the following subjects: 

1. Psychological bases for teaching the adult foreigner English. 

2. The racial background of the immigrant. 

3. The technique of approach to the immigrant problem. 

4. The organization and administration of a city-wide program. 

5. Class organization for effective instruction. 

6. The study of immigration in relation to Americanization. 

7. The study of assimilation in relation to Americanization. 

8. Americanization in relation to industry. 

9. The principles underlying training for citizenship. 

10. The Americanization of the immigrant woman. 

The Philadelphia Board of Public Education is demanding that teachers 
who would teach in the Americanization schools have specific training for the 
work. It will not be many years before certificates will be required for this 
phase of teaching just as they are now required for the teaching of other special 
subjects. 

Method of Teaching: 

Because of the fact that students in the beginner classes do not understand 
the English language a direct method of instruction should be used by means of 
which objects, actions and relationship words can be easily translated into the 
symbols which they represent. It must be considered that the beginner’s 
vocabulary must form the basis for all his subsequent work. To know a language 
implies one’s ability to understand, speak, read and write it. The psychological 
processes underlying the knowing of a language must be understood to the degree 
of applying them before he can successfully undertake the work of teaching 
English to an adult. 

Course of Study: 

It is quite essential that a detailed course of study for the Americanization 
schools be placed in the hands of teachers that there may be a common under¬ 
standing of the objectives. Suggestions may be made from time to time in regard 
to modifications necessary to accord with progressive practice. 

The measure of success attained by both student and teacher can also be 
measured by “course tests.” The efficiency of any organization depends upon a 
well wrought plan and a clear understanding of the plan by those who are to use it. 

Class Organization: 

It is the function of the public school to instruct the immigrant in the use 
of the English language, for this reason the final supervision of this work should 


FACTORS TO BE CONSIDERED IN A CITY-WIDE PLAN 21 

lie with the schools. This fact does not, however, debar co-operating agencies 
fiom forming classes wherever they may be located and eventually place them 
under the school system. A number of agencies are working in this manner. 

Generally speaking the following outline will afford sufficient flexibility 
for a general campaign in city-wide organization of Americanization classes. 


Public Schools: 

1. Night classes for men, women and both. 

2. Afternoon classes for men, women and both. 

Industry: 

1. Classes for men, women and both. 

2. Corridor classes for apprentices. 


Parochial Schools: 

1. Night classes for men, women and both. 

2. Afternoon classes for men, women and both. 


Community Agencies: 

1. Classes for men, women and both. (To be held anywhere, at any 
place, at any time). 


Home Classes for Women: 

1. Classes for women to be held in the home or any place they may 
designate. 


Naturalization Classes: 

1. Public school Americanization division. 

2. Parochial school Americanization division. 

3. Community agencies. 

4. Industrial classes. 

5. Home classes. 


Hotel Classes in English: 

Hotels employing a large number of foreign-born employees can arrange 
classes in English and Citizenship for their help at such times as are convenient 
to the management. There is no question as to the increased efficiency attained 
where this plan has been tried. A comfortable room well lighted with large 
tables and blackboard constitute a sufficient equipment for the work. The texts 
and teachers can be provided by the public schools if proper arrangements can 
be made. 


Hospital Classes and Prison Classes: 

Excellent work in the teaching of the American language and in the prepara¬ 
tion for citizenship has been done both in hospitals and in prisons. The conval¬ 
escent has much time on his hands which could be very profitably employed in 
this manner. Volunteer workers are often available for this work. 


22 


AMERICANIZATION IN PHILADELPHIA 


In the prison the work could be accomplished by the management whereby 
the illiterate could be taught the language and the principles of worthy citizen¬ 
ship. In some states of the Union, it is required that prisoners learn to read 
and write and speak English. 

This bureau will offer any assistance to these projects which may be 
requested. 

Class Grouping and Grading: 

Three general classes are considered sufficient for the organization of Ameri¬ 
canization schools: 

1. The beginner’s class. 

2. The intermediate class. 

3. The advanced class. 

The beginner’s class demands frequent regrouping because of entrance of new 
students from time to time and because of a better understanding of the ability 
of the students as the work progresses. 

Further division of the beginner’s group according to sex, nationality and 
literacy is of times recommended to avoid racial clashes and meet the common 
practices and customs of foreign lands relative to the mingling of the male and 
female in the same groups. 

It has been found in common practice where large groups attend these 
schools and are given an opportunity of choice in the matter than they soon 
adjust themselves tp new conditions and enter the proup, which appeals to them 
most. The manner and efficiency of the teacher together with the content of the 
lesson are the main factors in holding the student. >The test which the student 
applies is that of continuous achievement. 

Previous misgivings of the student disappear as he advances from grade to 
grade and he soon forgets his former prejudices; this is especially true if the 
teacher uses good judgment in avoiding discussion of religion and racial 
prejudice. 

The Content of Lessons: 

The content of the lessons is one of the most important factors in the main¬ 
tenance and continuance of an Americanization school. If the subject matter 
is not made interesting from the very first evening the student will not return. 
Texts which are intended for young children will be of no service whatsoever or 
are discarded copybooks of any value. 

The immigrant must feel the sense of achievement from the first evening. 
The writing of his name and address upon the first evening may seem not to 
square with the best practices of pedagogy but it may prove an excellent device 
to have him come back, because he feels that he has learned something. 

The leading factor to be considered in connection with the subject matter 
of all lessons for the immigrant, and especially for the beginner, is common 
usage. Lessons must be based upon the common things of life and the common 
activities of life. This is true because students can best appreciate and compre¬ 
hend what they see and do in their daily work. 

Proceed as rapidly as possible to conversation about the common things 
with which they are familiar. Develop ability to speak and understand the 


FACTORS TO BE CONSIDERED IN A CITY-WIDE PLAN 


23 


language of the home, the street and the shop. From this basic vocabulary one 
may proceed to more difficult work in English and in other subjects. 

“The teacher succeeds best who is quick to seize upon the best means at 
hand to convey an idea, either by object or by dramatization.” 

The English Language: 

A knowledge of English is the first essential step towards Americanization. 
“While no one holds that merely talking, reading and writing English is Ameri¬ 
canization, yet we are all agreed that there can be no national unity in ideals 
or in purpose unless there is a sound common method of communication through 
which may be conveyed the thought of the Nation. All Americans must be taught 
to read and write and think in our language.”— Lane. 

Just as one language is the basis of security for national life, so is one 
language necessary for the perpetuity of our industrial life. It is no longer a 
matter of conjecture as to whether a knowledge of the English language in 
industry is a real asset to the workman but it is now conceded to be a prime factor 
in return dividends. A knowledge of English is absolutely necessary to safety, 
reduction of turnover, reduction in operating costs and the real factor in increase 
of production. 

In the home of the foreign-born, a knowledge of English is essential to the 
preservation of family unity. The children are taught English in the schools 
and then refuse to speak any language but English in the homes. The parents 
feel that they are losing their parental authority. For this reason, if no other, 
the English language must be gotten to the parents; this is the only solution to 
this phase of the problem. 

A knowledge of English is necessary for the participation of the immigrant 
in the affairs of the community and any effort towards assimilation which ex¬ 
cludes the foreign-born from taking an active part in community activities will 
prove futile. 


Citizenship Training: 

The function of the public school is to train generation after generation of 
school children of the city for an intelligent assumption of civic responsibility 
in this democracy. So also the immigrant, representative of that other great 
class of newcomers must be trained quite as thoroughly for an intelligent assump¬ 
tion of the specific duties of citizenship. Too much cannot be said against a 
system of granting suffrage which does not require thorough preliminary training 
for the proper and intelligent use of the ballot. Otherwise the “tool of construc¬ 
tion becomes a tool of destruction.” 

Community civics should be the basis for instruction in citizenship classes 
for the immigrant. Emphasis must be placed upon the fact the success of a gov¬ 
ernment such as ours, depends upon the intelligence, industry and loyalty of its 
citizens; that each citizen has obligations as well as rights; that we should support 
and uphold the citizens whom we have elevated to office, that they may discharge 
their duties faithfully and righteously and thus serve their constituency. 

The necessity for law and its enforcement; the need of courts in which 
citizens may receive justice and in which criminals may be punished should be 
presented in a simple but effective manner. The practical relationships among 


24 


AMERICANIZATION IN PHILADELPHIA 


citizens in a community may be shown through a discussion of fire prevention, 
disease prevention, accident prevention, etc., as responsibilities of good citizen¬ 
ship. 

One of the best means of maintaining interest and of conveying a lasting 
impression to a group concerning a city institution is to take it to visit that 
institution and explain it in an understanding manner. Philadelphia has so many 
places of both local and historic interest that this form of instruction can easily 
be used. The City Hall, the Public Library, the Postoffice, the Mint, etc. 

The formal study of civics should begin with a consideration of the imme¬ 
diate community in which the immigrant finds himself. He should then be taken 
in related steps to the municipal, state and federal government. A careful 
distinction should be drawn between the system of government with which he is 
familiar and the government of the United States. Emphasize the fact that the 
immediate ills of government which will affect him directly can be remedied 
by himself through becoming a functioning citizen. 

The Process of Naturalization: 

Naturalization is the legal process through which an alien becomes an Ameri¬ 
can citizen. Philadelphians are fortunate in having a Chief Naturalization Ex¬ 
aminer located in the Post Office Building at Ninth and Market Streets. This 
office has a very effective service and a telephone call will always guarantee any 
information which may be desired. Phone, Walnut 0877. 

1. How to secure “First Papers” or the Declaration of Intention: 

a. Any alien, male or female, 18 years of age may take out first papers 

by applying in person before the Clerk of the Court. 

b. These papers may be taken out any time after his arrival; the 

first day if he has established his residence. 

c. The fee is $1.00—he need not pay an attorney for this service. 

d. First papers are good for 2 years and void after 7 years. 

2. How to secure “Second Papers” or Petition for Naturalization: 

a. The candidate, male or female, must be 21 years of age. 

b. Must have been a resident of the United States continuously for a 

period of 5 years preceding the date of application and a citizen 
of the State of Pennsylvania for one year preceding the appli¬ 
cation. 

c. He must pay $4.00 to the Clerk of the Court. Does not require the 

service of an attorney. 

d. He must have his first papers at least 2 years and not more than 7 

years previous to making this application. 

e. He must have two witnesses, both of whom are citizens, who will 

declare under oath that they have known the candidate in the 
United States for the 5 preceding years, and in Pennsylvania for 
the year just past. 

f. He must have a certificate of arrival if he came to the United 

States after June 29, 1906, in which case he must send his appli¬ 
cation forward to Washington, D. C. If he came prior to this 
date, the application is made directly to the Clerk of the Court. 


FACTORS TO BE CONSIDERED IN A CITY-WIDE PLAN 


25 


g. He must be able to speak English and be able to sign his name. 

h. He must not be an anarchist or a polygamist. 

i. He must be of good moral character. 

3. After 90 days has elapsed since his application for his citizenship papers, 

he will receive a notice from the Chief Naturalization Examiner to 
appear before him for an examination as to his knowledge of the 
constitution. A date will be given him for his appearance at the 
Naturalization Court. 

4. He must appear in court with his two witnesses on the date assigned him. 

a. Together with them he must answer the questions that may be 

asked by the Federal judge or examiner. 

b. He must take the oath of allegiance. 

5. His second papers or final citizenship papers are then officially signed 

and sealed and issued to the candidate, who has now become a citizen 
of the United States. 

Note. —Since September 22, 1922, the wife of an alien who becomes an American 
citizen no longer becomes an American citizen automatically. She 
must now go through the process of naturalization individually as does 
her husband, or a single alien woman. See page 54. 

Alumni Associations: 

The alumni association affords a very excellent means of maintaining 
interest as well as recruiting new students for classes. The experience of graduate 
night school students from the Americanization courses gives them a grasp of 
the work which no others have and this added to the fact that they speak the 
language of the persons whom they would solicit to attend, makes of them a 
real asset. In Washington, D. C. and in Wilmington, Delaware, these associa¬ 
tions publish periodicals in interest of the schools. 

Social Events: 

The learning of the English language and instruction in citizenship training 
are essentially basic in the process of Americanization but there must be injected 
into the process the socializing influences which hold society together. Each 
session should somewhere have at least a short period for the intermingling of 
the class members and the teacher. 

Occasionally an entire evening should be given over to entertainment and 
recreation in which the class members should have the leading roles, A musicale, 
a party and a dance afford an excellent combination for an entire evening. 

A social evening for the community to which the families are invited by 
some American club afford the strangers an opportunity of learning more of the 
people with whom they are to live and associate. The New Century Club of 
this city have such an occasion annually. Other clubs should take up this 
movement. 

Citizenship Recognition Meetings: 

In order to lend a special dignity to the conferring of citizenship papers as 
well as to the coming of age of the native born there have been instituted a 
series of public meetings for this purpose. 


26 


AMERICANIZATION IN PHILADELPHIA 


The Philomusian Club has made this a part of their regular program in 
Americanization and invite all naturalized citizens of the year to their club rooms 
where the Chief Naturalization Examiner presents the certificates on behalf of 
the government. Refreshments are served and a program of interest always 
awaits the “New American.” 

The Pennsylvania Railroad Company has a public occasion annually when 
the officials are present at the conferring of citizenship papers to their recently 
naturalized employees. 

The John B. Stetson Company has several occasions during the year when 
citizenship papers are conferred upon their employees who have attained citizen¬ 
ship.. The families of the new citizens are also invited and after the exercises 
refreshments are served to all. This company also believes that recognition 
given to this important event in the life of an employee will give him a higher 
appreciation of Americanization citizenship. 

A joint recognition meeting of new citizens is also held annually by the 
Civic Club, Public Schools, American Legion and Chamber of Commerce. 

Racial Progress in Naturalization : 

“Those who became naturalized most quickly were people from Turkey, 
not those from England or Germany. Then came Greece, Ireland, Russia, 
Roumania, Hungary, Holland, Denmark, Austria, Finland, Scotland, Norway, 
Italy—average of 11 years. England followed with an average of 11.7 years. 
Germany, 11.9 years; France, 11.9 years; Switzerland, 12 years; Sweden, 13 years 
and Canada, 16 years. 

“Of the immigrants studied, we found that it took an average of 5 years 
between the first and second papers and yet only 7 per cent, of them had moved 
from one state to another. 

“Of the 26,000 applicants for citizenship only about 1 per cent, are unskilled 
laborers; the remainder came from the skilled labor or higher classes of em¬ 
ployment ,”—Allen Burns, Americanization Studies, Carnegie Foundation. 

Information Service: 

If the immigrant is not exploited in some form or other before he reaches 
his destination in this country, it is due to the fact that he has been missed in 
some unexplainable way. 

In his new environment, he becomes a helpless dupe of his own people as 
well as of the unprincipled native American citizen. This is due to the fact that 
he does not know where to turn for the every day practical information that he 
needs. He accepts the advice of the ever too ready “shyster” at his elbow and 
of the “native countryman” who is always upon his trail. 

One of the prime purposes of this program is to bring about a co-ordinated 
information service which is dependable and which will find a way to reach 
every case. There are sufficient agencies dispensing the information that is needed 
if the immigrant only knew where to apply for the assistance which he needs. 

The service must be a whole-souled, sympathetic and willing helpfulness. 
Advice upon the every day affairs of life and the common problems of concern to 
him such as: taxes, labor laws, landlord and tenant contracts, compulsory school 
laws, mother’s assistance fund, legal aid, banking facilities, postal regulations 


FACTORS TO BE CONSIDERED IN A CITY-WIDE PLAN 


27 


and service, compensation laws, naturalization, doctors, reliable lawyers, health 
clinics, dispensaries, employment agencies, etc. 

A list of the reliable agencies of this nature should be compiled and dis¬ 
tributed among the foreign-born in order that they may have the service which 
is provided. 

Among the leading organizations charged with direct responsibility for the 
alien are: 

1. Americanization Committee of the Chamber of Commerce. General direction 

and information, city-wide program. Address, Twelfth and Walnut 
Streets. Phone, Walnut, 5961. 

2. Armstrong Association of Philadelphia. Improvement of condition of Negroes 

in Philadelphia. Address, Brown Building. Phone, Lombard, 1086. 

3. Board of Public Education of Philadelphia. Free evening schools; English 

and citizenship classes. Address, Seventeenth and Pine Streets. Phone, 
Spruce, 8056. 

4. Department of Public Health and Charities. Management, administration and 

supervision of public health. Address, City Hall. Phone, Filbert, 2762. 

5. Federal Naturalization Bureau. Assists in the process of Naturalization of 

alien citizens. Address, Federal Building, Ninth and Market Street. 
Phone, Walnut, 0877. 

6. Hebrew Sheltering and Immigrant Aid Society. Assists Jewish immigrants; 

meets foreign passenger liners. Address, 275 South Fourth Street. 
Phone, Lombard, 1095. 

7. International Institute, Y. W. C. A. Furnishes foreign language workers 

for community work. Address, Morris Building. Phone, Locust, 5811. 

8. Legal Aid Bureau of Philadelphia. Legal assistance to deserving poor; 20 

languages spoken. Address, City Hall, room 587. Phone, Electrical 
Bureau. 

9. National Catholic Welfare Council. Assists Catholic immigrants; meets 

foreign passenger liners. Address, 157 North Fifteenth Street. Phone, 
Spruce 4739. 

10. Philadelphia Federation of Churches. Information relative to city-wide 

church activities. Address, 1420 Chestnut Street. Phone, Spruce 5660. 

11. Philadelphia Housing Association. Improvement of housing conditions in 

Philadelphia. Address, 130 South Fifteenth Street. Phone, Spruce 1648. 

12. State Bureau of Employment. Co-operating with U. S. Employment Ser¬ 

vice. Assistance of all unemployed; no fee is charged or accepted. Address, 
1519-21 Arch Street. Phone, Spruce 3944. 

13. Travellers Aid Society. Protects and safeguards travellers; meets foreign 

passenger liners. Address, 1507 Arch Street. Phone, 5678. 

14. Young Men’s Christian Association. Development of Christian character; 

meets foreign passenger liners. Address, 1425 Arch Street. Phone, 
Locust 2890. 

15-. Welfare Federation of Philadelphia. Co-ordination of social agencies. Ad¬ 
dress, Fifteenth and Locust Streets. Phone, Spruce 8230. 

16. White-Williams Foundation. Constructive educational social work. Address, 
1022 Cherry Street. Phone, Walnut 5044. 

Historical Philadelphia: 

Philadelphia affords an opportunity for a concrete teaching of patriotism 
as does no other city in the United States. The classes in history can be made 
to teem with vivid descriptions of the historic places in Philadelphia. Later 
excursions can be taken either personally or as a class to America’s shrines of 
interest which have figured so greatly in the heritage handed down to the present 
generations by our forefathers. It should not be said of any one in Philadelphia 
that he has not visited the places of historic interest in this city. 


28 


AMERICANIZATION IN PHILADELPHIA 


Places of Historic Interest: 

1. American Philosophical Society, Fifth Street below Chestnut. 

2. Belmont Mansion, West Park. 

3. Benedict Arnold’s House, East Fairmount Park. 

4. Betsy Ross House, Arch Street below Third. 

5. Carpenter’s Hall, Chestnut Street below Fourth. 

6. Chew House, Main Street at Johnson, Germantown. 

7. Christ Church, Second Street, above Market. 

8. Congress Hall, Chestnut Street at Sixth. 

9. First Bank of the United States (chartered 1791) Third, below Chestnut. 

10. Franklin’s Grave, Arch Street at Fifth. 

11. General Grant’s Cabin, east entrance of Girard Avenue Bridge. 

12. Historical Society, Locust Street at Thirteenth. 

13. Independence Square, Walnut Street, Fifth and Sixth Streets. 

14. Old Swedes Church, Swanson Street, below Christian. 

15. Penn Treaty Park, Columbia Avenue and Beach Street. 

16. St. George’s Methodist Church, Fourth Street near Vine Street. 

17. St. Peter’s Church, Pine Street at Third. 

18. State House (next to Congress Hall) Chestnut Street at Sixth. 

19. Washington Square, Walnut Street to Locust, Sixth to Seventh. 

20. William Penn’s House, West Park. 


AMERICA 

“ r T' , 0 me America is infinitely more than an aggregate 
1 of 110,000,000 men; to me America is all that the 
submerged races of the world wish to be and cannot; 
to me America is the concrete realization of what the 
ages have hoped for and labored for. 

“It is a definition. It is a creed. It is a challenge. 
God built a continent of glory and filled it with treasures 
untold. He carpeted it with soft rolling prairies and 
pillared it with thundering mountains. He studded it 
with soft flowing fountains and traced it with long wind¬ 
ing streams. He graced it with deep shadowed forests 
and filled them with song. 

“Then he called unto a thousand peoples and sum¬ 
moned the bravest among them. They came from the 
ends of the earth, each bearing a gift and a hope. The 
glow of adventure was in their eyes and the glory of hope 
within their souls. And out of the labor of men and the 
bounty of earth, out of the prayers of men and the hopes 
of the world, God fashioned a nation in love, blessed it 
with a purpose sublime and called it ‘America !’”—By 
Rabbi Abba Silver. 



EDUCATIONAL PROGRAM 


29 


TYPE PROGRAMS 

ORGANIZED WITHIN THE FIELD OF LEADING COMMUNITY AGENCIES 

Educational Program 

Americanization is fundamentally a process of education whether the work 
be accomplished within the four walls of the school room or elsewhere. 

The chief purpose of the great public free school system of this city is to 
train for democracy; this has been its business since its very inception. All 
changes in its curriculum are but milestones which mark adjustments to new 
conditions for the purpose of keeping the schools functioning as training quarters 
in democracy for the youth and the illiterate adult population of our city. 

The youth is reached through the regularly organized school system of the 
day school, with its varied departments to meet his needs. The adult student 
is reached through the extension courses which are adapted to his needs and 
which carry the work to him any place, any where and at any time. 

There is no excuse for any man, woman or child in Philadelphia remaining 
illiterate, because The Board of Public Education has provided the facilities for 
their self improvement, whether they be native or foreign born. 

Teachers are even furnished by The Board of Public Education to industries 
for their employees, when requested, upon the condition that sufficient co-oper¬ 
ation be given the project by the industry to do effective work. 

Schools open to Americanization Classes in Philadelphia during the term of 
1923-24 are the following: 


Ward 

School 

Location 

1. 


.... Ninth and Mifflin Streets. 

2. 

.. . Hay . 

.... Wharton Street above Fifth. 

3. 


.. .. Catherine Street above Third. 

7. 


.... Sixteenth and Lombard Streets. 

13. 

...* Kearney f. 

.. .. Sixth Street and Fairmount Avenue. 

20. 


.... Seventh and Norris Streets. 

24. 


.... Forty-third and Ogden Streets. 

24. 

.. . Leidyf . 

. ... Forty-second and Thompson Streets. 

32. 


.... Thirtieth and Norris Streets. 

34. 

... Barry. 

. .. . Forty-ninth and Race Streets. 

39. 

• • • Keyf. 

.. .. Eighth and Wolf Streets. 

45. 


.. .. Richmond and Ontario Streets. 

47. 


_Eighteenth and Oxford Streets. 

47. 

.. . Reynolds . 

.. . . Twentieth and Jefferson Streets. 


Note. —* Open the year through, f Afternoon Classes. 


Buildings are opened each year as required and buildings are closed to 
Americanization when attendance does not warrant. 

Eor facts relative to registration and credit given in the Americanization 
schools, the Extension Division of The Board of Public Education should be 
consulted. A letter addressed to this division, Seventeenth and Pine Streets, 
or a phone call to Spruce 8055, will bring any information relative to the Amer¬ 
icanization schools. 






























30 


AMERICANIZATION IN PHILADELPHIA 


Map Showing the Location of Schools Open to 
Americanization Classes 



A=Barry, Fifty-ninth and Race Sts. 
B=Miller, Forty-third and Ogden Sts. 
C=Durham, Sixteenth and Lombard Sts. 
D—Hay, Wharton Street above Sixth. 
E=Mt. Vernon, Catharine St. abv. Third. 
F=Southwark, Ninth and Mifflin Sts. 
G=Martin, Richmond and Ontario Sts. 


H=Blaine, Thirtieth and Norris Sts. 

I—Meade, Eighteenth and Oxford Sts. 
J=Reynolds, Twentieth and Jefferson 
Sts. 

K=Kearny, Sixth St. and Fairmount 
Ave. 

L=Ferguson, Seventh and Norris Sts. 









































EDUCATIONAL PROGRAM 


31 


Detailed School Program in Americanization 
for 

Adult Students 

I. Purposes : 

1. To eliminate illiteracy. 

2. To train for democracy. 


II. Organization: 

1. Establishment of Americanization Schools: 

a. Administration. 

1. Executive staff. 

2. Teaching staff. 

3. School buildings. 

4. Course of study. 

5. Text books and supplies. 

b. Supervision. 

1. School enrollment. 

2. Teaching staff. 

3. Classification and grouping. 

a. Beginning classes. 

b. Intermediate classes. 

c. Advanced classes. 

d. Citizenship classes. 

c. Instruction. 

1. Classes in English. 

2. Classes in Citizenship. 

d. Teacher Training. 

1. Universities. 

2. Colleges. 

3. City Normal Schools. 

e. Contact with co-operating agencies. 


III. Location of Illiterates: 

1. School roster of prospective students. 

2. Survey of school districts. 

3. State illiteracy records. 


IV. English First Campaign : 

1. Establishment of English classes. 

2. Enrollment of students. 

3. Course in English. 

4. Instruction in English. 


V. Citizenship Campaign : 

1. Establishment of citizenship classes. 

2. Enrollment of students. 

3. Course in citizenship. 

4. Instruction. 


32 


AMERICANIZATION IN PHILADELPHIA 


VI. Americanism Campaign: 

1. Salute the Flag. 

2. Patriotic music. 

3. Emphasize American ideals throughout all instruction. 

4. Use texts which emphasize patriotism. 

5. Supplementary reading of America’s best literature which sets forth 

her ideals through the accomplishment of her leaders in all the 
fields of endeavor, contributing to America’s greatness. 

6. Observance of national holidays through exercises befitting their 

significance. 

VII. Information Service: 

1. Teachers should give such information as students require. 

2. Citizenship papers can be filled in with assistance of teachers. 

3. Compulsory school laws should be carefully explained. 

4. Have question box. 

5. Render such service throughout the Americanization schools as you 

can to lighten the load of a stranger in a strange land. 

6. Point the student to specific agencies for special need. 

# 

Note. —For further suggestions for the development of this program refer to 
“Factors to be Considered in the Development of a City-wide Program,” 
pages 10 to 28. 


Detailed Program 
for 

Active Social and Welfare Agencies 

I. Purpose: 

1. To reach “the individual immigrant through the medium of his 

neighborhood group.” 

2. To bring Americanizing influences to bear “upon the individual and 

upon the immigrant group as a whole.” 

II. Organization : 

1. Accept membership upon the Ward Americanization Committee. 

2. Advise and assist in the formation of the Ward Americanization 

Committee. 

3. Organize racial groups into workable units. 

4. Promote good fellowship between community agencies forming the 

Ward Americanization Committee. 

5. Suggest ways and means of maintaining an effective working com¬ 

mittee. 

III. Location of Illiterates: 

1. From information gained from community surveys and work in the 

community. 

2. From records of sister agencies working in the community. 

3. From state illiteracy data. 



PROGRAM FOR ACTIVE AND SOCIAL WELFARE 33 

IV. English Campaign: 

1. Assume responsibility for directing the illiterate of your community 

to the nearest Americanization classes of the public schools. 

2. Organize classes in English wherever needed, in co-operation with the 

Public Schools at places and at an hour convenient to the immigrant. 

3. Organize classes for women unable to attend classes in school and 

secure home teachers for same. 

4. Assist in the preparation and distribution of literature announcing 

classes in English and Citizenship. 

5. Provide recreation night for class members and their families and 

permit them to have a part in it. 

6. Promote classes through contact with those in need of English. 

7. Give publicity and recognition to English classes wherever possible. 

V. Citizenship Campaign: 

1. Organize citizenship classes in conjunction with the Public Schools. 

2. Keep the goal of citizenship beyond a mere knowledge of English. 

3. Assist those who can speak English in securing their citizenship. 

4. Assist the “New Citizen” in registration and instruct him in the 

mechanics of voting. 

5. Explain the importance of the ballot. 

6. Prepare and distribute literature bearing upon the right use of the 

ballot and the importance and responsibility of citizenship. 

7. Assume responsibility for the social development and the naturaliza¬ 

tion of your neighborhood. 

VI. Americanism Campaign: 

1. Combat un-American propaganda with the truth. 

2. Prepare and distribute literature setting forth the real America. 

3. Stimulate the spirit of Americanism through the organization of pag¬ 

eants, song festivals, play festivals and arts and crafts exhibit. 

4. Promote racial groups entertainments of the kind which the respec- 

9 tive groups can best give. 

5. Promote the proper observance of national holidays and encourage 

the racial groups to have a part in them. 

6. Recognize competitive group achievements through presentation of 

American flags. 

7. Compel the proper observance of the flag laws of the state. 

8. Display the American flag in your office. 

9. Stand for law enforcement and challenge those who do not. 

10. Practice Americanism through helping others to its realization. 

VII. Information Service: 

1. Establish information centers within the reach of those who need 

them, and give adequate publicity to them. 

2. Secure service of foreign-language workers for definite periods dur¬ 

ing the day and evening and advise foreign-born of the arrangement. 


34 


AMERICANIZATION IN PHILADELPHIA 


3. Each information center should have a list of reliable professional 

men, public service organizations administering to all phases of 
family life, information relating to civic responsibilities, etc. 

4. Specific information should be available to the foreign born and the 

native born upon the following subjects: 

a. Rights and privileges of citizenship. 

b. Respective rights of the landlord and the tenant. 

c. Necessity for law enforcement. 

d. The departments of Federal, State and Municipal governments 

which affect them directly as citizens. 

e. The process of naturalization. 

f. The disadvantage of remaining an alien citizen. 

g. The advantages of a working knowledge of English. 

h. The function of the common law; its personal application. 

i. The function of the police department; protection, not persecution 

or graft. 

5. Specific information relative to the Public Schools: 

a. Their purpose; to train for democracy. 

b. True citizenship; the art of living together in happiness. 

c. The economic advantage of keeping children in school. 

d. The results of truancy. 

e. The value of school as a stepping stone to opportunity. 

f. Education a necessity for the complex life of today. 

Note: For further suggestions for the development of this program refer to, 
“Factors to be Considered in the Development of a City-wide Pro¬ 
gram/’ Pages 10 to 28. 


I. Purpose: 


Detailed Program in Americanization 


for 

Womens’ Organizations 


1. To co-operate in the prosecution of the city-wide plan 

2. To assist the foreign-born woman in her struggle for adjustment 

to American life. 


II. Organization: 

1. Assist in community organization. 

2. Assist in the formation of ward Americanization committees. 

a. Seek out the leading agencies which can function on the ward 

committee. 

b. Interest leading individuals both native and foreign-born citizens 

who should be members of the committee. 

c. Try especially to interest women of foreign racial groups who 

can be of assistance in the work. 

d. Accept membership upon your ward committee. 

3. Promote activities through the various community organizations in 

the interest of Americanization. 



PROGRAM FOR WOMEN’S ORGANIZATIONS 


35 


III. Location of Illiterates: 

L Assist in securing individual illiteracy data for the use of the ward 
committee. 

2. Assist in transcription of illiteracy data. 

3. Assume responsibility for the instruction of any illiterate persons 

in your employ. 

4. Each member of your organization should assume responsibility for 

the instruction of one foreign-born illiterate woman in her respec¬ 
tive community. 

IV. English First Campaign: 

1. Organize classes in English under the supervision of the public schools. 

2. Assist in the publicity campaign for English classes throughout the 

city and especially in your respective community. 

3. Assist in securing a corps of home teachers to instruct the foreign- 

born woman. 

4. Assist in the preparation and distribution of literature announcing 

the location of Americanization schools. 

5. Stimulate interest in classes by providing entertainment occasionally 

for members of the classes. 

6. Take interest in the classes and the content of the lessons taught. 

7. Promote the English First Campaign for foreign-born women through: 

a. Kindergarten associations. 

b. Parent-teachers associations. 

c. Women’s organizations of all description. 

V. Citizenship Campaign : 

1. Assist in publicity of Citizenship Campaign. 

2. Organize classes under the supervision of the public schools. 

3. Register foreign-born women in the classes. 

4. Instruct foreign-born women and assist them in the process of nat¬ 

uralization. 

5. Instruct naturalized foreign-born women in the mechanics of voting. 

6. Promote programs for the proper observance of national holidays. 

7. Furnish speakers and entertainment for recognition days for new 

citizens. 

8. Be responsible for the naturalization of one foreign-born woman. 

9. Explain the new naturalization law affecting the status of foreign-born 

women. 

10. Register naturalized women in their respective wards. 

VI. Americanism Campaign: 

1. Organize a speakers’ bureau which can be drawn upon for patriotic 

meetings. 

2. Organize mass meetings in all parts of the city where un-American 

propaganda should be refuted. 


36 


AMERICANIZATION IN PHILADELPHIA 


3. Prepare and distribute literature in. prevailing foreign languages 

setting forth the real America. 

4. Assist in the organization of racial groups for effective work in 

Americanization. 

5. Promote programs for the proper observance of national holidays. 

6. Promote recognition meetings for new citizens. 

7. Promote musical programs in which the foreign born may render 

their native songs as well as patriotic songs of America. 

8. Promote exhibitions of the arts and crafts of the foreign-born for 

the purpose of forming personal contacts. 


VII. Information Service: 

1. Inform the foreign-born women as to their rights and privileges under 

the laws of America: 

a. As citizens. 

b. As wage earners. 

c. As home builders. 

d. As to labor laws. 

e. As private citizens. 

2. Inform them how to secure American living conditions: 

a. Sanitation, laws of health, housing code. 

3. Inform women as to the location of: 

a. Health centers, dispensaries and clinics. 

4. Inform women as to the function of the public schools: 

a. To train for citizenship. 

b. To equip a child for his life’s work. 

c. To prevent illiteracy. 

d. Requirements of the compulsory school law. 

Note: For further suggestions for the development of this program refer to 
“Factors to be Considered in the Development of the City-wide Pro¬ 
gram.’’ Pages 10 to 28. 


Known Results 
of 

Effective Industrial Americanization 


Stabilizes Labor: 

“We are beginning to see decided improvement in the character of the work, 
as well as the general attitude of the men who are attending the school. They 
are imbibing American ideas and ideals and seem to sense the importance of doing 
good work and showing their loyalty to the company as they had not thought 
of doing before they had these school advantages. They are easier to deal 
with when questions of work and policy are to be considered. Altogether Ameri¬ 
canization is well worth while, and we are pleased to recommend it to any em¬ 
ployer who has foreign-born employees in his organization .”—Milton D. Gehris, 
Vice President of the John B. Stetson Co ., Philadelphia. 




PROGRAM FOR INDUSTRIAL EDUCATION 


37 


Induces Efficiency: 

“These newcomers did not understand us and we did not understand them. 
The foreign-speaking agitator and trouble maker, on the other hand, flourished 
and worked with an almost free hand. As a result, we were repeatedly confronted 
with labor troubles and evidences of hostile feeling as to the causes of which we 
could gather only the vaguest notions.” 

“We are primarily attempting to achieve two results in our Americanization 
work; from the standpoint of the railroad, to make better workmen, from the 
standpoint of the country, to make better citizens. These two ideals are most 
closely inter-related and have an intimate bearing upon each other.” 

“We regard Americanization work a very practical matter. We put the 
advantages of American citizenship upon the practical ground that it means a 
better chance to earn a living, and also a chance to earn a better living, and we 
teach the duties equally with the privileges of citizenship.”— Elisha Lee, Vice 
President, Pennsylvania Railroad Co., Philadelphia, 

Reduces Labor Turnover: 

“It has been proven repeatedly that the Americanization of workmen has a 
stabilizing effect. It shows quick results in the reduction of labor turnover and 
tends to create a spirit of co-operation among the workmen, which is impossi¬ 
ble when they do not speak the same language.”— Charles M. Schwab, Bethlehem 
Steel Company, New York City. 

Promotes Safety: 

“Accidents in the plants have been decreased 54 per cent as workmen are 
able to read factory notices and understand instructions.”— Ford Motor Company, 
Detroit, Michigan, 

“Eighty per cent of the injuries received by our workmen were among the 
non-English speaking employees, although they constitute but 34 per cent of 
the working force.”— Commonwealth Steel Company. 


Detailed Program 
for 

Industrial Americanization 

I. Purpose: 

Such an adjustment of human relationships between employer and 
employee as will result in their mutual profit and happiness. 

II. Organization: 

1. Plant. 

a. Full approval of the executive management is necessary. 

b. Immediate charge given to one well up in the management. 

c. Director of Americanization to have charge of detailed program. 

1. A group organization consisting of plant executives and 
naturalized foreign-born workmen should then be formed 
for the purpose of reaching their friends. 



38 


AMERICANIZATION IN PHILADELPHIA 


III. Location of Illiterates: 

1. Take plant census through regular plant organization. 

2. The following is suggested for employment blank or as a special form 

for taking plant census: 

Your Language English Language 

Read Write Speak Read Write 

Are you an American citizen? 

Date of your first papers? 

Do you attend Americanization classes? 

Where? 

If not will you? 

Later: Is this man a good subject for citizenship? 


IV. English First Campaign: 

1. Organize classes in English and get into communication with the 

Division of School Extension or the Americanization Bureau of 
the Chamber of Commerce for teachers. 

2. Conduct enrollment through personal solicitation, bulletin board, 

written notices and plant paper. 

3. Provide suitable class room in plant or nearby building. A large 

table, comfortable chairs, good light, heat and blackboard are 
sufficient equipment for class work. 

4. The Philadelphia Board of Public Education offers the services of its 

best teachers free of charge within the city limits. 

5. Check up attendance through officials of the company. 

6. Enthuse, stimulate and boost. 

V. Citizenship Campaign : 

1. Classes in citizenship training. 

a. As students in English advance gradually enroll them in citizen¬ 

ship classes. 

b. Students familiar with the English language may be given 

instruction and intensive training for citizenship at once to 
meet the naturalization requirements. 

c. The Federal Naturalization Bureau has assigned a man especially 

to the service of this bureau and arrangements can be made for 
the naturalization of large numbers of employees without un¬ 
necessary loss of time. 

d. Certificates will be granted to students by the Naturalization 

Bureau at the completion of the course of study prescribed by 
the public schools. These will exempt the applicant from ques¬ 
tioning by the court. 












PROGRAM FOR INDUSTRIAL EDUCATION 


39 


e. The granting of these certificates should be made an occasion 
worthy the significance of citizenship. 

Note: If plant classes are not practicable, employees should be directed to the 
nearest public school open to Americanization classes. For suggestions 
see pages 10 to 28 and page 30. 

VI. Americanism Campaign: 

1. Observe national holidays in such a manner as to emphasize their 

significance. 

2. Observe all patriotic occasions with suitable exercises even though it 

must be given at the noon hour. 

3. Make the conferring of citizenship papers a public occasion through 

an appropriate program of exercises. 

4. A series of noon-day meetings should be arranged at which times 

short snappy speeches can be given upon subjects which emphasize 
good citizenship, patriotism and loyalty. 

5. Each edition of the plant paper should contain at least one article 

upon Americanization.* 

6. Make a generous display of the American flag throughout the plant. 

7. Especially observe Flag Day, June the 14th, with appropriate exer¬ 

cises in which the men may have a part. 

VII. Information Service: 

1. An official information center should be established in every plant for 

the benefit of the workmen, especially the foreign-born who do not 
have a working knowledge of English. 

a. This information service can be given in connection with the 

duties of the employment, welfare or safety departments. 

b. In large operations a single individual should be charged with 

this service and he should be given such assistance as he needs. 

2. The chief value of this service lies in the fact that it eliminates mis¬ 

understandings between the management and the employee and 
removes the basic cause of labor troubles. 

3. Th'is service compensates in a general way for the loss of personal 

contact between the employer and the employee which has resulted 
from the incorporation of large interests. 

4. The paramount service which such a bureau renders lies in the fact 

that it gives an employee a chance to be heard; every red-blooded 
American citizen covets this right. 

* Write this bureau for material. 


“We ivill never bring disgrace on this, our city, by an act of dishonesty or cowardice, 
nor ever desert our suffering comrades in the ranks. We will fight for the ideal and 
sacred things of the city. We will revere and obey the city’s laws and do our best to 
excite a like respect and reverence in those about us who are prone to annul and set 
them at naught. We will strive unceasingly to quicken the public sense of civic duty, 
and thus in all these ways we will transmit this city, not only not less, but 
greater, better and more beautiful than it was transmitted to us. The Athenian Oath. 



40 


AMERICANIZATION IN PHILADELPHIA 


Plan of the 

John B. Stetson Americanization School 
Philadelphia, Pa. 

I. A Co-operative Proposition between the Philadelphia Board of Public 
Education and the John B. Stetson Company. 

II. Co-operation of the Company: 

1. In charge of the Vice President of the company. 

2. Classes organized under the direction of the plant foremen. 

3. Classes conducted immediately after working hours. 

4. Attendance checked by the plant foremen or their representatives. 

5. Classes conducted upon the Stetson property. 

III. Co-operation of The Board of Public Education : 

1. Under direction of the Division of School Extension. 

2. Under the supervision of a school principal. 

3. Under instruction of school teachers. 

4. Supply texts and materials. 

IV. Socialization of the School: 

1. Intermingling of company officials, school officials and students before 

and after classes. 

2. A number of social occasions during the school term to which the 

students and members of their families are invited to intermingle 
with company officials and school officials in a social manner. Lit¬ 
erary and musical programs in which the students have a part are 
rendered and refreshments are served by the company. 

3. Citizenship papers are conferred publicly in the presence of the 

families of the recipients and company officials. Literary and 
musical programs are rendered in this connection; refreshments by 
the company and a general social good time. 

V. Result : 

Refer to the testimonial of Mr. Milton D. Gehris, Vice President of the com¬ 
pany, under “Known Results of Effective Industrial Americanization.” See 
page 36. 


Detailed Program in Americanization 
for 

Racial Groups 

I. Purpose: 

To assist in the promotion of a city-wide plan through the proper inter¬ 
pretation of its objectives to the racial groups. 

II. Organization: 

1. Participate in the formation of ward Americanization committees: 



PROGRAM FOR RACIAL GROUPS 


41 


a. Accept membership upon the committee. 

b. Suggest the names of desirable persons to be taken from helpful 

groups such as: 


1. 

Foreign language press. 

2. 

u 

“ beneficial associations. 

3. 

« 

“ church organizations. 

4. 

u 

“ musical organizations. 

5. 

u 

“ dramatic organizations. 

6. 

u 

“ athletic organizations. 

7. 

a 

“ lodges and other secret organizations. 

8. 

(( 

“ business organizations. 

9. 

u 

“ banks. 


2. Interpret the program to racial groups as: 

a. Non-sectarian, b. Non-political, c. Non-discriminative. 

III. Location of Illiterates: 

1. Assist in maintaining accurate illiteracy records of foreign-born. 

2. Visit personally individuals of assigned groups and solicit their co¬ 

operation in the program. 

3. Meet racial prejudices fairly. 

4. Locate each individual illiterate assigned you during campaign. 

5. Furnish committee with the names of other illiterates discovered in 

visitation. 

6. Suggest best means of approach to the illiterate of your favorite 

group. 

IV. English First Campaign : 

1. Assist school authorities in the organization of English classes. 

2. Organize classes in English among the racial groups and organizations 

of each group. 

3. Assume responsibility for getting your favorite group into the Ameri¬ 

canization schools. 

4. Personally solicit, introduce and register your friends in the schools. 

5. Promote classes for both men and women at such places as may be 

most desirable to the greatest number. 

6. Visit the schools frequently and check up the enrollment of your 

friends in the school. 

7. Explain the value of a knowledge of English to your friends from an 

economic standpoint 

8. Assist in the preparation and distribution of literature for racial 

groups. 

9. Keep in close touch with teachers and principals of schools. 

10. Interview students frequently to learn of any ‘ rough places in the 

organization in order that they may be remedied. 

11. Stress a knowledge of English to the parents as a necessity for hold¬ 

ing the respect of their children as well as a bond for holding the 
home together. 


42 


AMERICANIZATION IN PHILADELPHIA 


12. Be specific in saying that in learning English it is not necessary to 
forget the mother tongue. 

Y. Citizenship Campaign : 

1. Encourage and organize classes in citizenship under the supervision 

of the schools. 

2. Urge upon your groups the desirability of American citizenship. 

a. Explain both their privileges and their responsibilities. 

3. Explain the provisions of the new naturalization laws relating to 

alien women. 

4. Urge and assist naturalized citizens to register in their wards. 

5. Explain to new citizens the mechanics of voting. 

6. Direct and assist alien citizens in the process of naturalization. 

7. Insist that your groups participate in community activities either 

as groups or as individuals. 

8. Counteract all anti-American propaganda by the presentation of facts. 

9. Urge naturalized citizens of your group to try for public office. 

10. Give publicity to all citizenship movements. 

11. Hold recognition meetings of new citizens; have appropriate exercises. 

12. Live American citizenship. 

VI. Americanism Campaign: 

1. Take part in all patriotic demonstrations as organizations or as 

individuals. 

2. Hold receptions for new citizens. 

3. Organize and conduct patriotic meetings in your respective com¬ 

munities. 

4. Urge the organizations to which you belong to participate in all 

patriotic demonstrations. 

5. Organize a speakers’ bureau and send names into the Americanization 

Bureau of the Chamber of Commerce. 

6. Counteract un-American propaganda by speech and literature in the 

prevailing languages of your community. 

7. Assist every non-English speaking citizen to find the true America. 

8. Organize amateur theatricals and musical recitals which emphasize 

the spirit of patriotism. 

9. Cherish the rich heritage of your race and build it into your lives 

as Americans. 

10. Remember that American citizenship is America’s greatest gift. 

VII. Information Service: 

1. Designate an individual of each respective group to answer all 

inquiries relative to the working out of this program. 

2. A list of racial organizations should be compiled to whom can be 

sent information relative to the development of the program. 

3. A committee should be chosen to publish booklets setting forth infor- 
. mation concerning the various races which will be helpful. 

4. Information for new citizens relating to their rights, privileges and 

responsibilities should be available. 


PROGRAM FOR RACIAL GROUPS 


43 


5. Information relative to landlord-tenant contracts. 

6. Information relative to the function and necessity for the common 

law and its general application to citizenship and to individuals in 
general. 

7. Information relative to function of city officials as it concerns the 

individual. 

8. The importance of law-enforcement and especially of the 18th amend¬ 

ment. 

9. The function of the public schools. 

a. Train for democracy. 

b. Train for citizenship which is the fine art of living happily 

together. 

c. The economic value of the compulsory school law. 

d. The schools a stepping stone to opportunity in America. 

e. The effect of truancy from school. 

10. Information relative to the place and nature of the different institu¬ 

tions which contribute to the well being of the community and of 
individuals. 

11. Explain how that any individual who lives in Philadelphia and is 

unfortunate may find a place to sleep, food, medical attention and 
clothes, free of charge by applying to the proper authorities. 

12. Also explain that it is expected of every Philadelphian, who is able, 

to carry his part of the economic burden of the city. 

Note. For further suggestions for the development of this program refer to: 

“Factors to be Considered in the Development of a City-wide Program.” 
Pages 10 to 28. 


Detailed Program in Americanization 
for 

Patriotic Organizations 


I. Purpose: 

1. To perpetuate the fundamental principles upon which this democracy 

is founded, through participation in the program.. 

2. To inculcate into the lives of members American ideals. 


II. Organization: 

1. Accept membership upon the ward Americanization committee. 

2. Assist in formation of the committee. 

3. Organize Americanization programs throughout your organizations, 

in connection with the city-wide program. 


III. Location of Illiterates: 

1. Assist in maintaining a definite record of illiteracy. 

2. Assist in a survey of sections of the city where illiteracy is rife and 

determine the best method for co-operation in the city-wide plan. 

3. Assist in checking up the state illiteracy records. 



44 


AMERICANIZATION IN PHILADELPHIA 


IV. English First Campaign: 

1. Promote publicity throughout your organization for the English 

schools. 

2. Promote the organization of English classes under the supervision 

of the public schools. 

3. Prepare and distribute literature advocating a one-language city. 

4. Encourage the illiterate to attend the classes. 

5. Visit the Americanization schools in the city. 

V. Citizenship Campaign: 

1. Stress the importance of citizenship through effective publicity. 

2. Promote organization of classes in conjunction with the schools. 

3. Assist in securing a corps of home teachers for instruction of alien 

women in the homes. 

4. Assist the alien in securing his citizenship papers. 

5. Assist in preparation and distribution of literature to counteract 

un-American propaganda. 

VI. Americanism Campaign: 

1. Promote citizen-recognition meetings to emphasize the importance 

of becoming American citizens. 

2. Assist new citizens in registration and instruct them in the mechanics 

of voting. 

3. Promote Americanization through holding patriotic public meetings. 

4. Meet the arguments of the “soap-box” orator with the truth. 

5. Promote the proper observance of national holidays. 

6. Insist upon the observance of the Pennsylvania flag laws. 

7. Insist upon the enforcement of the child labor laws. 

8. Insist upon the enforcement of the laws relating to the employment 

of women in industry. 

9. Assist in the enforcement of the compulsory school laws. 

10. Assist in the preservation of historical landmarks and American 

traditions. 

11. Organize a speakers bureau for service: report the names of the 

speakers to the Americanization Bureau of the Chamber of Com¬ 
merce. 

12. Maintain a continuous campaign for patriotic loyalty through speak¬ 

ers’ bureau, literature and general publicity. 

13. Support the public schools. 

14. Maintain a close censorship over textbooks, especially histories. 

15. Promote shop-meetings in industry for short, snappy, and inspirational 

talks upon citizenship, patriotism and kindred subjects. 

16. Stand for and promote law enforcement, especially as it relates to the 

18th amendment. 

17. Promote American living conditions through housing regulations. 

18. Promote American working conditions throughout industry. 

19. Seek to have all aliens know the real America. 

20. Insist upon the preservation of the American Sabbath. 


PROGRAM FOR PATRIOTIC ORGANIZATIONS 


45 


21. Promote an awakening American spirit in the community. 

22. Prepare and distribute patriotic literature throughout the night 

schools. 

23. Offer prizes and awards for best essays written by school children 

upon patriotic subjects. 

24. Offer awards for the most manly boy and the most womanly girl. 

25. Assist in the national observance of Educational Week. 

VII. Information Service: 

1. Promote the establishment of information centers, through regular 

organized agencies. 

2. Information should be available in the prevailing languages of the 

neighborhood. 

3. This service should uphold the public schools in all of their 

regulations. 

4. All problems affecting the new citizens should be explained to them. 

5. The purpose of this service should be to eliminate all possible oppor¬ 

tunities of exploitation. 

Note: For further suggestions for the development of this program refer to: 

“Factors to be Considered in the Development of a City-wide Program.” 
Pages 10 to 28. 


Suggestions in Americanization 
for 

Public Libraries 

The public libraries can offer a most distinct service in directing the interest 
of the non-English speaking citizens and children along literary lines. They can 
greatly assist in a city-wide Americanization program. 

A few pertinent suggestions may be in place, as follows: 

1. Greet the immigrant in a kindly manner and give him more than 

ordinary consideration, in order to gain his confidence and to be of 
greater assistance to him. 

2. Enclose printed lists of books, in prevailing foreign languages, of 

available books which can be loaned to immigrants. 

3. Enclose in books loaned, printed slips setting forth library facilities 

for the foreign-born. 

4. Supply the foreign language press with short articles setting forth free 

public library facilities. 

5. Furnish list of English books which are printed in simple language. 

6. Send notices to foreign language societies, churches, and lodges of 

library facilities for immigrants. 

7. Appoint a competent advisory committee of naturalized American 

citizens for the selection of books printed in foreign languages. 

8. Arrange for courses in story telling; furnish texts and materials for 

same. 

Note: Libraries will be able to join in the type programs previously offered in 
this plan. Pages 29 to 45. 



46 


AMERICANIZATION IN PHILADELPHIA 


Suggestions in Americanization 
for 

Religious Organizations 

The United States Census of religious bodies of 1906 shows that 41 languages 
were in use, and that 114 denominations had churches in which foreign languages 
are used. There were 24,594 churches with a membership of 8,394,229 members 
in addition to English. This number is about one-quarter of the church member¬ 
ship of the country. (Statistics for Philadelphia are not available). 

Sectarian bodies and organizations can co-operate in the city-wide program 
in the following manner: 

1. Announce from the pulpit and through church calendars Americaniza¬ 

tion school facilities, whether under the auspices of the church or 
the public school. 

2. Preach Americanization sermons, setting forth the value of the Ameri¬ 

can language to all citizens from an economic, educational and 
religious standpoint. 

3. Stress the importance of a functioning citizenship through the ap¬ 

pointment of committees to assist applicants for citizenship. 

4. Maintain a free information bureau for communicants speaking 

foreign languages. 

5. Provide social evenings for the intermingling of native and foreign 

language membership. 

6. Have an occasional recognition night; provide entertainment and 

refreshments. 

7. Have a bazaar to which the foreign-born members may bring exhibits 

of their handiwork. 

Note: Many religious denominations are doing Americanization work under the 
various departments of their churches. In Philadelphia many Protestant, 
Catholic and Jewish Churches are working under the “Detailed Program 
for Active Social and Welfare Agencies.” Page 32. For Development 
of Program, pages 10 to 28. 


Suggestions in Americanization 
for 

Labor Unions 

Organized labor has declared in favor of Americanization from time to 
time and it can make a most decided and valuable contribution to the city-wide 
program. 

A few specific suggestions are as follows: 

1. Insist that business of the organization be transacted in English and 

minutes so recorded. 

2. Have secretary of local inform himself in regard to the facilities 

provided by the public schools to forward Americanization and 
announce the same at the regular meetings. 

3. Bring the Americanization schools to the notice of members through 

written communications and urge attendance at English and Citi¬ 
zenship classes. 



PROGRAM FOR LABOR ORGANIZATIONS 


47 


4. Co-operate with the public schools in reaching the foreign language 

worker. 

5. Co-operate with the public schools in the organization of Americani¬ 

zation classes. 

6. Organize a speakers’ bureau which will address the various locals in 

the interest of Americanization and better citizenship. Report same 
to the Americanization Bureau of the Chamber of Commerce. 

Note: Labor Unions can also participate in the program for “Patriotic Organi¬ 
zations.’’ Page 43. For Development of Program, pages 10 to 28. 


Suggestions in Americanization 
for 

Volunteer Workers 

The volunteer can find a large field of service in the Americanization of 
Philadelphia. There are many patriotic citizens who can give part-time service 
in one way or other and they should be given an opportunity to make this con¬ 
tribution. 

Following are suggestions which may be of service: 

1. Take a course in Americanization before entering the work. 

2. Associate yourself with some reliable agency already engaged in 

working out a program. 

3. Assist, under the direction of the agency, in promoting the program in 

every way possible. 

4. Organize home classes for foreign born women and secure home 

teachers. 

5. Organize a story telling staff for call and regular service. 

6. Conduct publicity campaign for class enrollment. 

7. Organize a “follow-up squad” to check up the school attendance. 

8. Arrange public patriotic meetings to stimulate interest in Americaniza¬ 

tion. 

9. Assist established agencies in carrying forward a co-operative pro¬ 

gram. 

10. Organize pure food fairs, better baby contests, bazaars for handicraft 

of foreign born, entertainments, etc., to form personal contact pre¬ 
liminary to organizing classes in English and Citizenship. 

11. Assist information bureaus. 

12. Organize a speakers’ bureau for call and for regular service. 

13. Organize and assist in the proper observance of national holidays. 

14. Direct foreign born to public libraries and arrange to meet their needs. 

15. Direct foreign-born to Americanization schools and see to it that they 

are properly enrolled. 

16. Assist in the preparation and distribution of patriotic literature. 

17. Assist in the transcription of illiteracy data upon individual cards. 

18. Urge naturalized citizens to register and instruct them in the me¬ 

chanics of voting. 

19. Assist the alien in the process of securing citizenship. 

20. Live Americanism in all that it implies. 



48 


AMERICANIZATION IN PHILADELPHIA 


Historic Philadelphia 


When William Penn left England to found his Colony, this is the 
type of ship he sailed in. No drawing exists of Penn’s actual ship, the 
“Welcome.” But this quaint Dutch drawing, of contemporary date, 
shows a vessel of the same build and tonnage as the “Welcome.” 


















AGENTS WHICH ADMIT OF CO-ORDINATION 


49 


Agencies Which Admit of Co-ordination in a City-wide 
Plan of Americanization 

Educational Agencies: 

1. Instruction: Public schools, private schools, parochial schools, corporation 

schools, industrial schools, and other schools. 

2. Teacher Training: Universities, colleges, normal training schools, and 

other teacher training agencies. 

Industrial Agencies: 

1. Employers: Employers’ associations, commercial clubs, manufacturer’s 

clubs, industrial associations and other employer’s organizations. 

2. Employees: Organized labor, unorganized labor, organized associations 

of employees, and other affiliated organizations. 

3. Business Men’s Clubs: Rotary, Kiwanis, Colonial, Civic, and other busi¬ 

ness men’s clubs and organizations. 

National Agencies: 

U. S. District Court, U. S. Bureau of Naturalization, U. S. Bureau of Immi¬ 
gration, U. S. Bureau of Education, U. S. Bureau of Mines, U. S. Children’s Bu¬ 
reau, U. S. Public Health Service, U. S. Employment Service, Council of Educa¬ 
tion, Civic Association, National Safety Council, National Conference of Social 
Workers, National Coimmunity Center Conference, Federal Census Bureau, 
National Housing Commission, U. S. Chamber of Commerce, and other national 
agencies. 

State Agencies: 

The Governor, State Council of Education, Department of Labor and In¬ 
dustry, Department of Welfare, Department of Health, State Educational Asso¬ 
ciation, State Grange, Department of Mines, The, Woman’s Municipal League, 
State Department of Public Instruction, State Nursing Association, League of 
Woman Voters, State Kindergarten Association, State Parent-Teachers’ Asso¬ 
ciation, and other state organizations. 


County Agencies: 

The County Courts, Clerk of the Courts, Commissioners, Sheriff, Coroner, 
Probation Officers, Adult and Juvenile; Detectives, Jail Officials, Work-house 
Officials, Poor Directors, and other county officials. 

Municipal Agencies: 

The Mayor, City Clerk, Police Department, Department of Public Welfare, 
Department of Health, Department of Public Safety, Aldermen, Municipal Court, 
Morals Court, Court Interpreters, District Attorney and other municipal officials. 

Racial Groups: 

The Foreign Language Press, fraternal societies, racial leaders, employment 
agencies, societies and lodges, church organizations, banks, information bureaus 
and other foreign-language organizations. 


50 


AMERICANIZATION IN PHILADELPHIA 


Social and Welfare Organizations: 

Philadelphia Welfare Federation, Jewish Welfare Society, The National 
Catholic Welfare Council, Society of Organized Charity, Association for Im¬ 
provement of the Poor, Housing Association, Children’s Welfare Bureau, League 
of Women Voters, Federation of Women’s Clubs, Conference of Catholic Charities, 
Council of Jewish Women, Philadelphia Music League, School of Social Service, 
Emergency Aid, Mothers’ Assistance Fund, Hospitals, Safety Organizations, 
Traveler’s Aid, Legal Aid Bureau, Public Libraries, Settlement Houses, Recreation 
Centers, Health Centers, Civic Bodies, Boy Scouts, Girl Scouts, Camp Fire Girls, 
Fraternal Organizations, International Institute, Bankers’ Association, Council 
of Social Agencies, and other social agencies. 

Religious Organizations: 

All church organizations of all races and all denominations, Philadelphia 
Federation of Churches, Y. M. C. A., Y. W. C. A., Y. M. H. A., K. of C., C. Y. 
M. A., W. C. T. U., Ministerial Associations, Sabbath School Associations, young 
peoples’ societies in all churches, Volunteers of America, Salvation Army, Church 
Brotherhoods, Americanization committees in all churches, and other religious 
organizations. 

Patriotic Organizations: 

Patriotic Order Sons of America, American Mechanics, Daughters of The 
American Revolution, Sons of the American Revolution, Colonial Dames, G. A. 
R., Sons of Veterans, Spanish-American War Veterans, Mothers of Democracy, 
World War Mothers, Veterans of Foreign Wars, American Legion, fraternal 
organizations and other patriotic societies. 


Historic Philadelphia 

In this tiny house, on Arch Street 
near Third, lived Betsy Ross, who was 
employed by Washington in May, 
1776, to make the sample flag with 
thirteen stripes and thirteen stars 
which was adopted as our National 
flag by resolution of Congress, June 
14, 1777. Open daily from 9 to 5.30. 






















EXISTING LAWS 


51 


Existing Laws Considered in Connection with a 
City-wide Americanization Program 

Requirements of the Pennsylvania Compulsory Education Law 

The principal provisions of the law are: 

1. Children between 6 and 21 years of age having legal residence in 

Pennsylvania are entitled to attend the public schools. 

2. Children between 8 and 16 years of age must attend a day school in 

which the common English branches are taught in the English 
language. The day school may be public, parochial or private. 

3. Children may be instructed by a properly qualified private tutor but 

such instruction must be satisfactory to the Superintendent of 
Schools. 

4. Children must attend school or be under instruction continuously dur¬ 

ing the entire term which the public schools are in session in their 
respective districts. 

The exceptions to the law are: 

1. Children may be excused from attendance on account of physical or 

mental illness or for other urgent reasons but the term “urgent 
reasons must be strictly construed so as not to permit irregular 
attendance. 

2. Children between 14 and 16 years of age who are legally employed 

are excused from daily school attendance. Such children must 
have completed the work of the Sixth Grade, must be physically 
qualified for the employment contemplated, and must procure the 
issuance of a general employment certificate. Attendance at a public 
day continuation school for the equivalent of eight hours each 
week is required. 

3. Children between 14 and 16 years of age may be excused for Domestic 

Service or Farm Work on an Exemption Permit issued by the 
public school authorities if the children have completed the Sixth 
Grade and if the parents are able to show that there is an “urgent 
reason” for the service of the child. Atttendance at a public day 
continuation school for the equivalent of eight hours each week is 
required. 

For further information refer to Article XIV of the School Law or to the Bureau 
of Compulsory Education, 17th and Pine Streets, Philadelphia, Pa. 


Labor Laws Relating to the Employment 
of 

Children 

The Pennsylvania law governing the employment of children in industry is 
known as the “Child Labor Act,” passed May 13, 1915. “To provide for the 
health, safety and welfare of minors.” 



52 


AMERICANIZATION IN PHILADELPHIA 


The principal provisions of the act are as follows: 

1. Minors under 14 years of age cannot be employed. There are no 

exceptions. 

2. Minors between 14 and 16 years of age cannot work until the em¬ 

ployer has an employment certificate signed by the issuing officer 
of The Board of Public Education. There are no exceptions. 

3. The above provisions apply all the time—vacations, Saturdays, after 

school hours. 

4. Ignorance of the law or belief of the employer that the minor is 

over 16 does not constitute a legal defense. Proof of age should be 
required of all minors. The Junior Employment Service of the 
Bureau of Compulsory Education will, upon application, issue a 
statement of age which will protect the employer. 

5. When application is made for an employment certificate: 

a. The person must appear in person with the minor. 

b. Satisfactory evidence of the minor’s age must be presented. 

c. The minor must present a preliminary blank signed by the pros¬ 

pective employer and the principal of the school. (This blank 
must be obtained from the school last attended; the principal 
will tell the minor at which office to apply for an employment 
certificate). 

Note: For further information refer to Act of Assembly, May 13, 1915, P. L. 286 
(School Laws of Pennsylvania, Article 36) ; to the Pennsylvania Depart¬ 
ment of Labor and Industry (Philadelphia office, Fourth and Walnut 
Streets) ; the Bureau of Compulsory Education, Grant Building, Seven¬ 
teenth and Pine Streets. 


Pennsylvania State Law Relating to the Reading of the 
Holy Bible in the Public Schools 

The principal provisions of this School Law are: 

1. That at least 10 verses be read from the Holy Bible, without com¬ 

ment, at the opening of each and every Public School, upon each 
and every school day by the teacher in charge. 

2. That a teacher shall be discharged from the service if proof of neglect 

is established before the School Board. 

For further information refer to the School Law, Article XXXIX, Section 3901-2, 
Department of Public Instruction, Harrisburg, Pa. 


Pennsylvania School Law Relating to the Teaching of the 
Constitution of the United States 

Act No. 223 of the General Assembly provides: 

1. That there shall be given regular courses of instruction in the Con¬ 
stitution of the United States. 




EXISTING LAWS 


53 


2. That the instruction shall begin not later than the 8th Grade and 

continue through the high school course, courses in state colleges and 
state universities, and the educational departments of state and 
municipal institutions. 

3. The extent of the instruction to be given will be determined by the 

Superintendent of Public Instruction. 

Note: For full text of this act write Legislative Reference Bureau, Harris¬ 
burg, Pa. 


Law Relating to the Teaching of the Common School Branches 

in 

The English Language 

The law relating to the teaching of the common branches in English is known 
as Act of the General Assembly, No. 351, it provides as follows: 

“In every elementary public school, established and maintained in this 
Commonwealth under the provisions of this act, there shall be taught in the 
English language the following common English branches: Spelling, reading, 
writing, arithmetic, geography, English grammar, history of the United States 
and of Pennsylvania, including the elements of civil government, physiology, 
and hygiene, physical training and ethics: also a system of humane education, 
which shall include kind treatment of horses, birds and other animals, together 
with such other branches ... as the board of school directors in any district, 
with the approval of the superintendent of schools, may prescribe” . . . “Other 
subjects shall be taught in the public elementary schools and also in the public 
high schools as may be designated or approved by the State Board of Education. 
All such subjects, except foreign languages, shall be taught in the English language 
and from English texts.” 

Note: For the full text of this Act, write the Legislative Library Reference 
Bureau, Harrisburg, Pa. 


The Pennsylvania Laws Relating to the Display of the American Flag 

I. Act 364 of the General Assembly which provides: 

1. That the board of school directors of every school district shall 

purchase a United States flag, flagstaff and necessary appliances for 
its display, unless it is otherwise provided. 

2. The flag shall be displayed during clement weather, upon or near the 

school building, during school hours and at such other times as 
the board may determine. 

3. That the flag, not less than 3 feet in length, shall be displayed 

within all school buildings under their control during each day such 
schools are in session. 

4. This law applies to public schools, private schools, parochial schools 

and other educational institutions. 

II. Act 154 of the General Assembly which provides: 

1. That the American flag shall be displayed at entertainments, public 
gatherings and public meetings. 




54 


AMERICANIZATION IN PHILADELPHIA 


2. In places of amusement, auditorium, tent, or room used for the enter¬ 

tainment of the public. 

3. This act applies to churches, auditoriums or rooms used by congrega¬ 

tions as places of religious worship. 

4. The flag must not be less than 52 by 66 inches. 

5. This law holds for entertainments given on a street or on a highway 

or lot or tract of land, in a city, borough, town or township. 

Note: For full text of these Acts write the Legislative Reference Bureau, 
Harrisburg, Pa. 


The Flag 

“The Flag! It embodies the purpose and history of the government itself. 
It records the achievements of its defenders upon land and sea. It heralds the 
heroism and sacrifices of the Revolutionary fathers who planted free government 
upon this continent and dedicated it to liberty forever. It attests the struggles 
of our army and valor of our citizens in all the wars of the Republic. It has been 
sanctified by the blood of our best and our bravest. It records the achievements 
of Washington and the martyrdom of Lincoln. It has been bathed in the tears 
of a sorrowing people. It has been glorified in the hearts of a freedom loving 
people, not only at home but in every part of the world. Our flag expresses 
more than any other national emblem. It expresses the will of a free people and 
proclaims that they are supreme and that they acknowledge no earthly sovereign 
other than themselves. It never was assaulted that thousands did not rise up and 
smite the assailant of our Glorious Old Banner.”—William McKinley. 


Revised Naturalization Law Relating to the Alien Woman 

Law Passed September 22, 1922 

I. The marriage of an alien woman to an American citizen, or to an alien 
citizen who may hereafter become a citizen, no longer confers American 
citizenship upon her. 

II. A married woman, who is otherwise eligible, shall have the privilege of 
becoming naturalized upon her own account. 

III. The two principal classes of married women specifically referred to in 
the above legislation are: 

1. An alien woman marrying an American citizen after the passage of the 

above act, or any woman whose husband is naturalized after said 
act, she may become naturalized by filing the usual petition for 
naturalization and by complying with all requirements of the nat¬ 
uralization laws, with the following exceptions: 

a. No declaration of intention required. 

b. Only one year’s continuous residence in the United States, 

Hawaii, Alaska, or Porto Rico immediately preceding the filing 
of her petition required. 

2. A woman, who before the passage of the above act, was an American 

citizen and lost her citizenship by marriage to an alien. She may 
become naturalized by filing the usual petition for naturalization 




EXISTING LAWS 


55 


and complying with all requirements of the naturalization laws, 
with the following exceptions: 

a. No declaration of intention required. 

b. Only one year’s continuous residence in the United States, Ha¬ 

waii, Alaska, or Porto Rico, immediately preceding the filing 
of her petition required. 

c. No certificate of arrival required if during the continuance of the 

marital status she shall have resided within the United States. 
IV. The status of the single alien woman is not affected by this law, and 
women in this class may continue as in the past to file declarations and 
petitions for the purpose of becoming naturalized. 


The Law a Tenant Should Know 

The following suggestions were prepared by the Bureau of Legal Aid for the 
purpose of protecting poor and worthy tenants from the “gouging” of unprincipled 
landlords. 

1. Demand a written lease and obtain copy when you sign it. 

2. Insist that the lease contain a 30 day notice clause to vacate; this 

precaution will give you 30 days in which to find a new home. 

3. Obtain a lease for 6 months at least. This will guarantee you a six 

month’s residence without increase in rent. 

4. After signing lease do not pay increase in rent without seeing an 

attorney. 

5. If tenant occupies a home on oral or verbal agreement and has not 

signed a written lease, the tenant should not vacate home under any 
circumstances without consulting an attorney. 

6. Tenants not having written leases have the following rights under 

the law: 

a. Right to claim exemption of $300 on all household effects and 

personal belongings. 

b. The right to receive at least 30 days notice to terminate the lease. 

c. The privilege of appealing from a judgment of a magistrate or 

from any judgment against the tenant. 

Note: For further information—City Hall, Room 587, Bureau of Legal Aid. 


Requirements of the Philadelphia Housing Code 

The following resume of the Housing Code was prepared by the Philadel¬ 
phia Housing Association: 

The Housing Code Requirements for Safety and Sanitation. 

1. Every dwelling property on a sewered street where there is a water 

main must be equipped with a spigot and sink and must have a 
water flushed closet on the premises. Upon such streets all privy 
vaults must be cleaned, filled and abandoned. If sewer and water 
main are not in the street, the privy vault must be cleaned when 
full. 

2. All defective plumbing, obstructed water closets or drain pipes, caus¬ 

ing leaks or creating a nuisance must be promptly repaired. 




AMERICANIZATION IN PHILADELPHIA 


3. Roofs and walls must be kept tight so as not to leak and flooded 

cellars must be drained and made water tight. 

4. All unsafe parts of buildings, loose bricks, loose plaster, rotted floor 

beams, broken chimneys, and all yard, sidewalk or alley paving 
broken and in dangerous condition must be repaired. 

5. Requirements for houses occupied by three or more families: 

a. They must be licensed. 

b. Must have more spigots, toilets, fire ropes, fire escapes. 

c. Houses in which 5 or more persons pay for rooms or lodgings 

must be licensed; they must also have more fixtures for the con¬ 
venience of the lodgers. 

d. To conduct such houses without sufficient supply of these fixtures 

is punishable by fine and imprisonment. 

(Full particulars may be obtained from Bureau of Health). 

6. Owner and tenant, both, are responsible for compliance with this law 

in the following particulars: 

a. The occupancy of room not having a window opening directly 

to the outdoors. 

b. Too many people sleeping in any one room. 

c. The living of persons is prohibited in cellars and basements, 

where the distance from the floor to the ceiling is less than one- 
half above the ground. 

d. Obstructing fire escapes with bedding, boxes or other matter. 

e. Sorting or storing old rags in dwellings. 

f. Manufacturing in dwellings without a permit. 

g. Keeping chickens or fowls in houses or in yards in closely built 

areas. 

h. Storing combustible materials in dwellings. 

i. Keeping animals in dwellings or storing stable manure in dwel¬ 

lings. 

j. Yards, cellars, attic rooms and alleys must be kept clean. 

k. All waste paper and rubbish must be securely bundled before 

putting out for collector. 

l. Ashes must be stored in a can. 

m. Garbage must be stored in a covered can. 

7. No addition and no structural alterations may be made to a house 

without a permit from the Bureau of Building Inspection, and no 
such additions to a dwelling may cover the entire yard. 

8. Householders and tenants may help to maintain sanitary dwellings 

by observing the Housing Laws themselves and by calling the at¬ 
tention of the Bureau of Health, City Hall, or the Philadelphia 
Housing Association, 130 South Fifteenth Street, to all cases where 
neighbors fail to obey the Housing Law. 

Note: For further information—The Philadelphia Housing Association, 130 South 
Fifteenth Street. 


EXISTING LAWS 


57 


Labor Laws Relating to the Employment 
of 

Women in Industry 

The Pennsylvania law governing the employment of women in industry is 
known as the Woman’s Act, and states: “An act to protect the public health and 
welfare, by regulating the employment of females in certain establishments, with 
respect to their hours of labor and the conditions of their employment.” 

The chief provisions of the act are as follows: 

1. Permitted to work for six days in the week, but not more than 54 

hours. Shall not work more than 10 hours in any one day. 

2. In case of the observance of a holiday, women may work overtime 

for three days, but no more than two hours overtime in any one day. 

3. No woman under 21 years of age shall work before 6 o’clock in the 

morning or after 9 o’clock at night. The only exception to this 
rule is telephone operators over 18 years of age. 

4. Not less than 45 minutes shall be allowed for the mid-day meal. 

(Not included in hours of labor). Employes shall not be required 
to remain in work rooms during time allowed for meals. 

5. Women must not work more than 6 hours continuously without an 

interval of 45 minutes rest. 

6. Wash and dressing rooms and toilets must be provided for their 

use, so located as to be easily accessible for them. 

7. A suitable room must be provided for the use of women working in 

fumes, dust and gases. 

8. Pure drinking water must be provided. 

9. At least one seat shall be provided for every three women employed. 

Note: For full text of the act write the Legislative Reference Bureau, Harris¬ 
burg, Pa. As revised of July 5, 1917. 


A Prayer for the Women Who Toil 

«o God we pray Thee for our sisters who are leaving the ancient shelter of 
the home to earn their wage in the factory and the store amid the press of modern 
life. Save them from the strain of unremitting toil that would unfit them for the 
holy duties of home and motherhood which the future may lay upon them. Give 
them grace to cherish under their new surroundings the old sweetness and gentle¬ 
ness of womanhood, and in the rough mingling of life to keep their hearts pure 
and live untarnished . . .If it must be so that our women toil like men, help 
us still to reverence in them the mothers of the future. . . . By Mary, the 

beloved, who bore the world’s redemption in her bosom; by the memory of our 
dear mothers who kissed our souls awake; by the little daughters who must soon 
go out into the world which we are fashioning for others, we beseech Thee that we 
may deal aright by all women.”—Prof. Walter C. Ramchenbusch. 





58 


AMERICANIZATION IN PHILADELPHIA 


Information Regarding the American Flag 

The Stars on the Flag 


E VERYBODY knows that in the blue “union” of the flag there is a white star for 
each state. There are forty-eight stars, and so they naturally fall into six lines of 
eight stars each. 

But a fact not at all generally known—indeed, very few people are aware of it—is 
that there is one bright, particular star for each state. For example, the star in the 


★ ★ ★ ★ 

DEL. PA. N. J. GA. 

★ ★ ★ ★ 



upper left-hand corner of the 
“union” represents De’aware, 
which was the first state to 
ratify the Federal Constitu¬ 
tion. 


The stars are always to be 
read from left to right (as 
one reads the lines of a book) 
in the order of their admis¬ 
sion to the Union. 

To see where your own 
star is located, you have only 
to glance at the accompany¬ 
ing diagram. 

The diagram may be ac¬ 
cepted as officially correct, 
inasmuch as it is furnished 
by the Navy Department. 



Laws of How and When to Use the Flag 

The Flag should not be raised before sunrise and should be lowered at sunset. 

On Memorial Day, May 30th, the National flag should be displayed at half-mast 
until noon, then hoisted to the top of the staff, where it remains until sunset. 

Colors on Parade. When the colors are passing on parade, or in review, the 
spectator should, if walking, halt; if sitting, arise, stand at attention and uncover. 

“The Star-Spangled Banner.” Whenever “The Star-Spangled Banner” is played 
all persons within hearing should rise and stand uncovered during its rendition. 

Used as a Banner. When the flag is used at a banner, the blue field should fly 
to the north in streets running east and west, and to the east in streets running north 
and south. 

Used in Decorations. When the flag is hung vertically (so it can be viewed from 
one side only) the blue field should be at the right, as one faces it. When hung 
horizontally, the field should be at the left. The flag should never be placed below a 
person sitting. 

Used on a Bier. When the flag is placed over a bier, the blue field should be at 
the head. 

Desecration of the Flag. No advertisement or any lettering should ever be 
placed upon the flag, nor should it ever be used as a trademark. It should not be worn 
as the whole or part of a costume, and when worn as a badge it should be small and 
pinned over the left breast or to the left collar lapel. 

Displaying the Flag. The flag, out of doors, should be flown from a pole when¬ 
ever possible. In the United States Army all flags are suspended from poles and in no 
other way. 

No Other Flag Is Flown on the Same Staff with the Stars and Stripes except 
in the navy. There the church pennant is flown above the national flag during divine 
service. 

Flags of Other Nations should not be displayed without the Stars and Stripes; 
by Americans as a matter of fidelity, and by those not American citizens out of courtesy. 

In the Display of the Stars and Stripes by Americans etiquette prescribes that 
the American flag should be hoisted first and on the tallest and most conspicuous staff, 
or in ether circumstances should occupy the most conspicuous position. In the case of 
an equal display the Stars and Stripes should occupy the position at the right. 

Days When the Flag Should Be Flown. Washington’s Birthday, February 22d; 
Lincoln’s Birthday, February 12th; Mother’s Day, 2d Sunday in May; Memorial Day, 
May 30th; Flag Day, June 14th; Independence Day, July 4th; also many local patriotic 
anniversaries. 











STATISTICAL DATA 


59 


Statistical Data from the 1 920 Federal Census Showing 
the Necessity for a Functioning Americanization 
Program in Philadelphia 


The tables and graphs herewith presented show the composition of the 
population of Philadelphia as to race, sex, citizenship status and distribution by 
wards. A careful study has been made of these various phases in order to equip 
all Americanization workers with the facts of their respective communities 
as well as for the purpose of comparison. 

TABLE I. 

A. General Distribution of the Population 


Total Population of Philadelphia ... ..1,823,779 

Male . 907,633 

Female . 916,146 

Native white population. 1,290,253 

“ “ “ native parentage . 698,782 

“ “ “ foreign parentage. 447,071 

“ “ “ mixed parentage. 144,000 

Foreign born white population. 397,927 

Male . 205,518 

Female . 192,409 

Negro population. 134,229 

Male . 67 > 132 

Female . 67,097 

Indians, Chinese, Japanese and other. 1,370 


B. Distribution as to Suffrage and Citizenship 

Male population 21 years of age and over. 

Foreign born. 

Naturalized . 

Negroes . 

Female population 21 years of age and over. 

Foreign born.-. 

Naturalized . 

Negroes . 


573,077 

188,025 

92,819 

48,341 

577,566 

173,623 

85,864 

45,975 


C. Native Countries 


Piiccia . 

. 95,744 

Italy . 

. 63,723 

Ireland . 

. 64,590 

Germany . 

. 39,766 

Poland . 

. 31,112 

England . 

. 30.844 

Austria. 

. 13,387 

Hungary. 

. 11,513 

Scotland . 

. 8,425 

Rumania. 

. 5,645 

Lithuania. 

. 4,392 

Canada . 

. 4,136 

France . 

. 3.871 

Sweden . 

. 2,651 


of the Foreign Born 


Czechoslovakia . 2,240 

Switzerland . 1.889 

Greece. 1,814 

.Armenian. 1,393 

Norway. 1,255 

Denmark . 1,131 

Jugo-Slavia . 1,099 

Wales . 973 

Finland. 727 

West Indies. 678 

Spain. 638 

Belgian. 517 

Other countries. 3,774 



















































60 


AMERICANIZATION IN PHILADELPHIA 


TABLE II. 

Distribution of Population by Wards 

LEADING RACIAL GROUPS—PHILADELPHIA 
1920 CENSUS 

Ward Negro Russian Poles Italian Austrian English German Hungarian Irish 

1 . 257 9918 433 6623 351 197 262 78 485 

2 . 1962 3590 925 9334 211 97 105 25 204 

3 . 1695 2084 1109 4784 193 48 58 25 142 

4 . 2619 2184 879 2352 275 49 71 85 77 

5 . 816 2376 764 152 472 107 79 97 272 

6 . 210 582 197 48 74 36 103 19 160 

7 . 12241 796 57 215 88 211 98 42 1296 

8 . 1579 135 18 100 34 217 134 14 1213 

9 . 470 44 11 23 12 66 41 3 145 

10 . 842 490 450 211 85 265 171 29 921 

11 . 390 1306 1007 39 434 48 203 377 163 

12 . 508 2404 449 52 410 86 603 491 242 

13 . 2095 4157 601 108 587 145 386 191 326 

14 . 4946 923 182 113 162 192 404 127 537 

15 . 3766 854 1426 507 682 564 721 57 2936 

16 . 133 1548 924 64 510 39 698 1027 160 

17 . 287 809 134 108 431 65 698 2540 328 

18 . 69 482 1255 113 382 241 638 138 749 

19 . 599 1303 720 436 631 985 2587 1297 1808 

20 . 8269 6223 808 286 746 389 1397 634 735 

21 . 693 227 1765 553 243 1073 760 322 957 

22 . 6640 465 72 2040, 170 2093 1096 81 4965 

23 . 857 577 2691 935 73 1261 655 21 748 

24 . 8152 5069 169 329 249 872 652 83 '2842 

25 . 294 1518 3126 809 244 856 1050 205 1506 

26 . 5715 463 39 13863 95 355 392 31 1498 

27 . 2927 462 213 187 151 401 430 53 1361 

28 . 1813 4377 209 114 352 725 1710 242 1925 

29 . 1716 1284 113 99 418 310 2362 332 1091 

30 . 15481 461 42 194 34 209 94 15 1872 

31 . 41 267 323 160 184 677 886 87 1334 

32 . 3926 4524 196 52 396 580 1005 182 1273 

33 . 242 921 851 359 493 4297 2725 388 2627 

34 . 3557 1503 78 2632 193 1104 939 89 3040 

35 . 263 181 94 187 65 342 740 124 352 

36 . 13291 746 430 2554 114 434 406 93 4037 

37 . 1126 293 30 74 100 429 901 98 664 

38 . 2031 1130 2072 2748 467 1971 1787 216 3134 

39 . 799 19171 609 3484 622 711 906 156 1363 

40 . 3946 1711 341 1044 332 1325 938 198 3045 

41 . 1059 125 74 878 77 599 476 43 718 

42 . 684 1229 105 197 339 1513 2330 236 1396 

43 . 1020 700 579 1114 295 1588 3285 300 1462 

44 . 3595 1035 61 1708 132 517 609 78 2701 

45 . 334 1016 4135 437 149 764 1348 141 592 

46 . 1040 3449 169 274 446 1169 819 120 2079 

47 . 9211 446 83 68 98 345 679 123 1715 

48 . 23 186 90 966 86 277 329 160 1394 


134229 95744 31112 63723 13387 30844 39766 11513 64590 

























































STATISTICAL DATA 


61 


TABLE III. 

Illiteracy Data—Philadelphia 

NUMBER AND PERCENTAGES 
1920 CENSUS 

Table showing the distribution of illiteracy in Philadelphia for groups 10 
years of age and over and for groups 21 years of age and over. A comparison of 
the percentages of the different classes represented shows the lowest percentage 
of illiteracy being that of the descendants of mixed parentage. The highest 
percentage of illiteracy falls to the foreign born population. 



10 Years of Age and Over 

21 Years of Age and Over 

Distribution 

Total 

Male 

Female 

Total 

Male 

Female 

Total. 

Number . 

1,477,666 

733,672 

743,994 

1,150,643 

573,077 

577,566 







Total. 






Illiterate. 

58,631 

26,525 

32,106 

57,269 

25,927 

31,342 

Per Cent . 






Illiterate. 

4.0 

3.6 

4.3 

5.0 

4.5 

5.4 

Native. 






Parentage .... 

545,956 

■. 

267,537 

278,419 

410,486 

200,602 

209,884 

Illiterate. 

1,514 

725 

789 

1,327 

645 

682 

Per Cent . 

0.3 

0.3 

0.3 

0.3 

0.3 

0.3 

Foreign. 






Parentage .... 

311,438 

151,301 

160,137 

205,730 

98,769 

106,961 

Illiterate. 

1,049 

493 

556 

861 

399 

462 

Per Cent . 

0.3 

0.3 

0.3 

0.4 

0.4 

0.4 

Mixed . 






Parentage .... 

110,214 

52,485 

57,729 

77,352 

36,309 

41,043 

Illiterate. 

201 

105 

96 

167 

85 

82 

Per Cent . 

0.2 

0.2 

0.2 

0.2 

0.2 

0.2 

Foreign Born.. 
White . 






393,747 

203,406 

190,341 

361,648 

188,025 

173,623 

Illiterate. 

50,379 

22,483 

27,896 

40,607 

22,170 

27,437 

Per Cent . 

12.8 

11.1 

14.7 

13.7 

11.8 

15.8 

Negro . 

115,057 

57,796 

57,261 

94,316 

48,341 

45,975 

Illiterate. 

5,316 

2,554 

2,762 

5,136 

2,464 

2,672 

Per Cent . 

4.6 

4, 

4.8 

5.4 

5.1 

5.8 


Illiteracy in Eastern Penitentiary 
JANUARY 1, 1920 CENSUS 


Total number in institution .1,623 

Total number illiterate. 224 

Alien citizens. 125 

1. Cannot read any language. 120 

2. Cannot write any language . 122 

3. Cannot speak English. 28 

American citizens. 99 

1. Cannot read any language. 95 

2. Cannot write any language. 96 

3. Cannot speak English. 6 










































































































62 


AMERICANIZATION IN PHILADELPHIA 


TABLE IV. 


Illiteracy by Wards—Philadelphia 

1920 CENSUS—MOTHER TONGUE (NATIONALITY) 

Nothing Under 100 Recorded 

c 

CO 


2 . 146 217 194 5112 109 186 465 _ 751 

3 . 140_ 2432 . 534 _ 405 

4 . 266 ... . 1071 . 448 ... . 380 

5 . 130 . 153 359 _ 309 

6 . 

7 . 777 . 

8 . .. 


1 K9. 


a 


74Q 97Q1 AA 1 1 




9. 

10 . 145_ 130. 

11 . 446 441 135 108 . 

12 . 243 . 178 201 _ 112. 

13 . 140 223 . 235 . 

14 . 225 . 149 . 

15 . 124 157 _ 185 135 _ 439 . 136 . 

16 .201 246 . 158 . 

17 . 554 110 . 

18 . 677 . 

19 . 205 . 137 . 277 . 244 . 

20 . 457 168 .,206 _ 841 _ 117. 

21 . 159 . 292 . 885 . 167 . 

22 . 250 266 _ 839 . 

23 . 347 . 1375 . 126 . 

24 . 138 266 194 . 134 . 411 . 

25 .. 220 . 352 . 1413 . 136 . 

26 . 158 168 _ 4889 . 

27 . 195 178 . 157 125 . 105 . 

28 . 117 _ 125 . 126 . 279 . 

29 . 152 _ 237 . 

30 . 471 . 

31 . 114. 130. 

32 . 274 139 130 . 449 _ 159. 

33 . 134 . 119 _ 143 219 . 265 . 

34 . 121 _ 1021. 

35 . 

36 . 212 387 ... . 890 107 ... . 227 . 

37 . 

38 . 134 . 1012 . 462 . 113 . 

39 . 135 _ 881 1187 _ 110 . 1547 . 

40 . 192 154 _ 271. 

41 . 192 . 192 . 

42 . 502 . 126 . 153 . 

43 . 158 .. 916 . 

44 . 227 _ 185 485 _ 2264 . 131 .” 

45 . 178 .... 136 . 100 . 

46 . 102 . 

47 . 117 358 .... 277 108 . 204 . 109 _ 

48 . 276 2226 609 314 2457 218 164 ... . 642 . 117 





























































































































AMERICANIZATION IN PHILADELPHIA 


included in the Total Ward Population of the city. 


Graph Showing Character of Population for Wards in Philadelphia 


Ward 

Total 

Ward 

Population 

i Nat. White 
Nat. Par. 

H 

Nat. White 
For. Par. 

Nat. White 
Mix. Par. 

■ 

For. Born 
White 

■ 

Negro 

■ 

Ward 

48 

26343 

12123 

7068 

2546 

4573 

23 

48 

47 

33055 

12119 

5350 

2125 

4219 

9211 

47 

46 

7S210 

44395 

14794 

7137 

10816 

1040 

46 ’ 

45 

39167 

12591 

12708 

3585 

9933 

334 

45 

44 

45467 

20289 

10002 

3813 

7748 

3595 

44 ' 

43 

56932 

25225 

14039 

6010 

10616 

1020 

43 t 

42 

60735 

32221 

12322 

6733 

8765 

684 

42 1 

41 

21144 

10560 

3979 

2044 

3495 

1059 

41 | 

40 

78900 

42561 

14352 

7172 

10817 

3946 

40 1 

39 

82709 

20616 

27512 

4463 

29056 

799 

39 | 

38 

72347 

30440 

18295 

6509 

15048 

2031 

38 I 

37 

23236 

12152 

4493 

2286 

3167 

1126 

37 I 

36 

55225 

15155 

13415 

3720 

9619 

13291 

30 | 

35 

14264 

8195 

2254 

1196 

2351 

263 

35 : 

34 

72326 

36820 

13638 

7063 

11214 

3557 

34 | 

33 

66399 

26079 

16804 

8028 

15229 

242 

33 | 

32 

47540 

20285 

10465 

3694 

9147 

3926 

32 ] 

31 

29764 

14726 

7075 

3415 

4496 

41 

31 i 

30 

29471 

5196 

4149 

1327 

3290 

15481 

30 I 

29 

32219 

12431 

8574 

2774 

6710 

1716 

29 I 

28 

53698 

23455 

13031 

4519 

10862 

1813 

28 

27 

24290 

13121 

2720 

1453 

4005 

2927 

27 

26 

62461 

14417 

20624 

4090 

17577 

5715 

26 1 

25 

47800 

18299 

14358 

4396 

10446 

294 

25 I 

24 

60408 

24103 

12441 

4321 

11355 

8152 

24 

23 

38823 

17307 

9263 

3375 

8001 

857 

23 

22 

85382 

43472 

14946 

7832 

12458 

6640 

22 1 

21 

38194 

17649 

9325 

3999 

6520 

693 

21 1 

20 

47007 

11699 

11639 

2428 

12940 

8269 

20 f; 

19 

49936 

19460 

13726 

5054 

11083 

599 

19 I 

18 

26008 

12808 

6300 

2253 

4573 

69 

18 i 

17 

14157 

3143 

4470 

682 

5570 

287 

17 1 

16 

13583 

2543 

4736 

648 

5520 

133 

16 K 

15 

44825 

17612 

10513 

3554 

9342 

3766 

15 I; 

14 

18318 

5763 

3206 

883 

3498 

4946 

14 I- 

13 

18959 

3534 

5051 

639 

7607 

2095 

13 | 

12 

12313 

1635 

4172 

627 

5464 

508 

12 I 

11 

9246 

1077 

3432 

281 

4060 

390 

11 i 

10 

15340 

6469 

3150 

969 

3642 

842 

10 1: 

9 

3747 

1934 

547 

267 

522 

470 

9 I 

8 

12078 

5587 

1542 

783 

2556 

1579 

8 I 

7 

26297 

6539 

2998 

1014 

3471 

12241 

7 1 

6 

4078 

1058 

1280 

195 

1333 

210 


5 

12138 

1675 

4048 

465 

5129 

816 

5 1 

4 

16831 

858 

6480 

446 

6419 

2619 

4 1; 

3 

21364 

1258 

8860 

742 

8806 

1695 

3 ffi 

2 

35215 

2245 

14774 

1094 

15133 

1962 

2 n 

1 

45830 

5823 

18151 

1851 

19726 

257 

1 1 

1 

1823779 

698782 

447071 

144400 

397927 

134229 

1 


1920 CENSUS 



SUMMARY 

FOR 

CITY 


73 % 




21 . 8 % 


24 . 5 % 


38 .: 



HI 


Legend | Black—Represents Negro population. 

g| Red—Represents foreign-born white population. 

£ Green—Represents native white population of mixed parentage. 

Orange—Represents native white population of foreign-born parentage. 
■ Blue—Represents native white population of native parentage. 





























































































































































































































STATISTICAL DATA 


63 


TABLE V 


Citizenship of Foreign Born White Population 21 Years and Over 

In Philadelphia 

Country of Birth and Sex 
1920 CENSUS 



Total 

Naturalized 

First Papers 

Alien 

Not Reported 


Male 

Female 

Male 

Female 

Male 

Female 

Male 

Female 

Male 

Female 

N. W. Europe 











England . 

13944 

14327 

! 9390 

9314 

160 

531 

2146 

3638 

725 

12 

Scotland . 

3694 

3966 

! 2449 

2495 

531 

54 

510 

1085 

204 

332 

Wales . 

449 

487 

320 

330 

44 

6 

49 

91 

36 

60 

Ireland . 

26082 

37476 

18299 

21691 

2987 

410 

3524 

11599 

1272 

3776 

Norway . 

711 

480 

406 

283 

127 

5 

152 

173 

26 

19 

Sweden . 

1457 

1086 

848 

614 

258 

22 

278 

361 

73 

89 

Denmark . 

680 

395 

435 

236 

112 

6 

101 

129 

32 

24 

Netherlands. 

279 

162 

145 

72 

55 

5 

57 

64 

22 

21 

Belgium and 
Luxemburg . 

280 

233 

151 

120 

44 

6 

70 

92 

15 

15 

Switzerland . 

953 

850 

622 

550 

107 

13 

164 

204 

60 

83 

France . 

1671 

1855 

1077 

1128 

218 

26 

291 

570 

85 

131 

Central Europe 











Germany . 

19369 

19643 

13909 

13950 

2390 

280 

2229 

3739 

841 

1674 

Poland . 

16128 

12476 

3542 

2845 

j 3153 

147 

9086 

9125 

347 

359 

Czechoslovakia .... 

1206 

858 

390 

319 

386 

25 

404 

485 

26 

29 

Austria. 

■ 6472 

5881 

2768 

2549 

1328 

75 

2114 

2917 

262 

340 

Hungary. 

5072 

5069 

1615 

1631 

1354 

70 

1944 

3148 

159 

220 

Jugo-Slavia . 

573 

370 

142 

102 

172 

9 

250 

251 

9 

8 

Eastern Europe 











Russia. 

43209 

37827 

20241 

17082 

7305 

411 

14683 

19190 

980 

1144 

Lithuania. 

2515 

1645 

571 

353 

375 

19 

1518 

1228 

51 

45 

Finland . 

421 

271 

103 

73 

103 

2 

199 

189 

16 

7 

Rumania . 

2535 

2436 

1498 

1299 

428 

i 37 

550 

1007 

59 

93 

Bulgaria and 

Turkey in Europe 

74 

35 

27 

14 

13 


29 

20 

5 

1 

Southern Europe 











Greece. 

1330 

318 

265 

76 

197 

3 

824 

233 

44 

6 

Italy . 

34021 

21951 

11862 

6966 

5551 

201 

15884 

14121 

724 

663 

Spain . 

405 

135 

43 

22 

62 

1 

288 

105 

12 

7 

Portugal. 

131 

28 

13 

6 

8 

.... 

103 

21 

7 

1 

Other Europe . 

236 

43 

22 

13 

22 

1 

181 

25 

11 

4 

Asia 











Armenia. 

827 

388 

275 

148 

175 

5 

356 

224 

21 

11 

Syria. 

228 

169 

69 

36 

60 

2 

91 

120 

8 

11 

All Other. 

288 

131 

104 

71 

48 

.... 

116 

49 

20 

11 

America 











Canada-French .... 

104 

95 

56 

61 

21 

.... 

22 

21 

5 

13 

Canada and 
Newfoundland . .. 

1603 

1959 

859’ 

1162 

212 

24 

362 

549 

170 

224 

Mexico . 

273 

45 

13 | 

6 

8 

. ... 

215 

36 

37 

3 

West Indies. 

325 

266 

119 

103 

35 

3| 

131 

106 

40 

54 

Central and S. A. . . 

277 

89 

71 

37 

23 

2 

165 

44 

18 

6 

All other Countries. 

198 

178 

100 

107! 

28 

1 

47 

48 

23 

22 






































































































64 


AMERICANIZATION IN PHILADELPHIA 


TABLE VI 

Citizenship of Philadelphia Foreign Born White Males and Females 

1920 CENSUS 


Sex 

Total 

Naturalized 

First Papers 

Alien 

Not Reported 

Number 

No. Per cent. 

No. Per cent. 

No. Per cent. 

No. Per cent. 

Male . 

Female . 

205518 

192409 

98085 47.7 

191625 47.6 

30176 14.7 

2283 1.2 

70226 34.2 

87130 45.3 

7031 3.4 

11371 5.9 


TABLE VII 

Number and Per Cent. Naturalized Among the Foreign Born White 
Males and Females 21 Years of Age and Over 

In Philadelphia 
1920 CENSUS 


Country of Birth 

Male 

Female 

Total 

Naturalized 

Total 

Naturalized 

Number 

Number 

Per cent. | 

Number 

Number ( 

Per cent. 

All Countries . 

188025 

92819 

49.4 

173623 

85864 

49.5 

Russia . 

43209 

20241 

46.8 

37827 

17082 

45.2 

Ireland . 

26082 

18299 

70.2 

37476 

21691 1 

57.9 

Italy . 

34021 

11862 

34.9 

21951 

6966 

31.7 

Germany . 

19369 

13909 

71.8 

19643 

13950 

71.0 

Poland . 

16128 

3542 

22.0 

12476 

2845 

22.8 

i 

England . 

13949 

9390 

67.3 

14327 

9314 

65.0 

Austria. 

6472 

2768 

42.8 

5881 

2549 

j 43.3 

Hungary. 

5072 

1615 

31.8 

5069 

1631 

1 32.2 

Scotland . 

3694 

2449 

66.3 

3966 

2495 

| 62.9 


TABLE VIII 


Citizenship of Foreign Born White Males 21 Years and Over 

Comparative Table 

In Philadelphia 
1920 CENSUS 


Year 

1920 

1910 

1900 


Total 

Naturalized 

First Papers 

Alien 

Not Reported 

188025 

92819 

29628 

59133 

6445 

167672 

69415 

15533 

63156 

18968 

127915 

65220 

8749 

30831 

23115 

















































THE NEGRO POPULATION 


65 


The Negro Population of Philadelphia 

The 1920 census accredits Philadelphia with a Negro population of nearly 
135,000. The Phipps Institute has supplied a number of maps bearing upon this 
question. Map number 1 shows the distribution of Negroes in the city by wards; 
map number II shows the death rate from tuberculosis of all forms per 100,000 
population by wards; the graph III showing the death rate from tuberculosis of 
both whites and negroes. 


The Recent Negro Migration: 

The committee appointed to investigate the recent Negro migration reported 
as follows: 

“The Migration Committee does not consider this a racial question, but one 
of general public significance. There is no difference between this problem, and 
the problem confronting the large mass of small-wage earners who have been 
driven to congested occupancy because of an inadequate supply of small houses.” 

“The same unfortunate situation would arise were this an European immi¬ 
gration. Only the present immigration laws, restricting the number of new¬ 
comers to the United States, is preventing an European influx today.” 

“A study conducted during the past three months, which covered 931 prop¬ 
erties and 1,282 Negroes recently arrived from the South, revealed-that Southern 
Negroes are migrating to Philadelphia in increasing numbers. The number com¬ 
ing to Philadelphia for the year ending June 30, 1923, approximates 10,500 per¬ 
sons. This is about one-third of Philadelphia’s normal population yearly incre¬ 
ment for all races, and compared with the normal yearly increment of Negro 
inhabitants based on records of the previous decade, is an increase in the annual 
gain in such population of 200% over the past year.” 

Migrants of a High Type: 

“Apparently proximity to the North is a factor in this migration, for the 
largest number have come from Viriginia, Georgia, North Carolina and South 
Carolina in the order named. 

“These migrants are apparently of a higher grade than those of previous 
migrations. About 90% of the adults are church members, and about 36% 
belong to fraternities having welfare and benefit features. This, besides indicating 
the type of the migrating individual, also offers some assurance against pauperism 
and distress. 

“They are not coming from the South in droves, but are rather drifting in; 
they are being met by their friends and relatives; the workers are coming first, 
and their families follow later. All seem to have steady work and many have 
ready funds with them. Their services are being quickly utilized in industry. 
These migrants are not presenting an industrial problem to Philadelphia, for 
their labor is an asset. 

Housing and Health the Big Problems: 

“The big outstanding problems created by the influx arise from the inadequate 
housing facilities and the health menace through over-crowding. Many families 
are going into dwellings already occupied, while others are taking up residence 
either as tenants in one or two rooms, or as lodgers. 


66 


AMERICANIZATION IN PHILADELPHIA 


“One four-room house was found occupied by four new families, one family 
consisting of a man, his wife and six children. Another six-room house was found 
with five families, and within two weeks the house next door, which had been 
occupied by one family, had increased to three-family occupancy. Above a 
small West Philadelphia garage a migrant rented a single room for herself, an 
adopted son, three married children, and their children, making a total of 16 
persons. The house has neither yard nor toilet, and filth and waste are thrown 
into an open lot adjoining. 

Overcrowding and Sickness: 

“Besides the moral hazard of such overcrowding, there is a grave hazard to 
individual health and to the health of the entire city. Within seven months the 
Medical Inspectors have been obliged to quarantine 42 different districts and to 
vaccinate every unvaccinated resident. Every one of the small-pox cases found 
in these districts was a Negro recently come from the South. In one house 
occupied by 38 recent arrivals, 7 cases were found. In another house occupied 
by 40 people, 7 cases of small-pox were found, and in still another house 8 cases 
were found .”—Committee on Negro Migration , August , 1923. 


Historic Philadelphia 



The first brick house in Philadelphia, built in 1682. Deeded by 
William Penn to his daughter Letitia. It stood originally on Letitia 
Street, a short distance south of Market, but was subsequently moved 
out to Fairmount Park. 











DISTRIBUTION OF NEGRO POPULATION 


67 


MAP OF PHILADELPHIA SHOWING THE PERCENT. OF NEGRO POPULATION BY 

WARDS, 1920 

MAP I 































68 


AMERICANIZATION IN PHILADELPHIA 


MAP OF PHILADELPHIA SHOWING THE DEATH RATE FROM TUBERCULOSIS, 
ALL FORMS, PER 100,000 POPULATION IN 1920, BY WARDS 


MAP II 



































DEATH RATE FROM TUBERCULOSIS 


69 



„ S White death rate — 
• K ' ey (Colored death rate 







70 


AMERICANIZATION IN PHILADELPHIA 


Historic Philadelphia 



Carpenters’ Hall, at the head of a court running south from Chest¬ 
nut Street between Third and Fourth, is hardly less interesting to the 
patriotic American than Independence Hall. Here the First Conti¬ 
nental Congress met in 1774 to frame those measures which led to the 
Declaration of Independence. It is open to visitors. 









THE IMMIGRANT A VITAL FACTOR 


71 


The Immigrant a Vital Factor in America’s Progress 

Each Brought His Gift 

“America is the land of but one people, gathered from many countries. Some 
came for love of money and some for love of freedom. Whatever the lure that 
brought us, each has his gift. Irish lad and Scot, Englishman and Dutchman, 
Italian, Greek and French, Spanish, Slav, Teuton, Norse, Negro—all have come 
bearing gifts and have laid them on the altar of America. 

“We have taken an oath that the world shall have a chance to know how 
much of good may be gathered from all countries and how solid in its strength, 
how wise, how fertile in its yield, how lasting and sure is the life of a. people who 
are one, but have come bearing gifts from many countries .”—Franklin K. Lane. 


TABLE IX 

Racial Distribution in Industry 


Industries 


Foreign Children of 
Born Foreign Born 


Predominating Races 


Per cent. 

Agricultural implements. 59 

Clothing. 

Copper mining and smelting 

Cotton goods. 

Furniture . 

Iron and steel. 

Iron ore . 

Leather .. 

Silk dyeing. 

Cutlery and tools. 

Zinc smelting and refining . . 

Note : 


Per cent. 

20— Polish, German. 

22—Russian Jew, Hungarian, Southern 
Italian. 

13—Finns, English and Italian. 

21— French, Canadian, Poles, Portuguese. 
19—Dutch, Swedish, Poles. 

13—Slovak, Poles, Hungarian. 

4—Finns, Northern Italians, Poles. 

15—Poles, German. 

10—Italian, German. 

18—Swedish, German. 

34—German, Poles. 


72 
65 
68 
59 
57 
52 
67 
75 
63 
. 61 

‘In 1910, an examination of 21 of the chief industries in the U. S. showed 57% of the workers 
to be foreign-born and 17% of children of foreign-born. A total of 74% foreign stock.”—Jenks 
& Lauk. 


TABLE X 

Racial Distribution of Musical Ability 


Study Made 

1923 

American 

Austria 

Australia 

Belgium 

Bohemia 

Canada 

Chile 

Czecho-Slovakia 

Denmark 

England 

France 

Galacia 

German 

Holland 

Hungarian 

Ireland 

Italy 

Mexico 

a 

'£ 

& 

S 

New Zealand 

Norway 

Poland 

.2 

1 

1 

| South America 

Spain 

Switzerland 

Russian 

Total 

Chicago 
Symphony 
Orchestra .. 

44 

4 



3 





1 

1 


28 

1 

1 


4 

1 




1 





4 

76 

Philadelphia 
Symphony 
Orchestra .. 

42 

2 


2 




5 

1 

1 

4 


18 

3 

2 


11 

1 





1 

2 



12 

107 

Sousa’s Band. 

80 



1 

1 












2 











84 

Victor Red 
Seal Artist 
Records .... 

24 

3 

1 

1 

2 

1 

1 




9 

1 

4 

3 

1 

1 

18 


2 

1 


1 

1 

1 

3 

1 

7 

87 




















































































72 


AMERICANIZATION IN PHILADELPHIA 


TABLE XI 

Contributions Made by the Immigrant to “America in the Making” 


Information compiled from a study 
covering 71 books, by New York 
committee. 

Armenian 

Czechoslovakian 

Danish 

Dutch 

English 

Finnish 

French 

German 

Greek 

Hispanic 

Hungarian 

Irish 

Italian | 

Jewish 

Jugo Slav 

Negro 

Norwegian 

Polish 

Russian 

Scottish 

Swedish 

Welsh 

1. Agriculture . 


X 


X 

X 

X 


X 


X 



X 

X 



X 

X 

X 




2. Amusements . 




X 


















3. Anti-Slavery Spirit . 




1 



X 




X 







X 




4. Architecture . 









X 

X 










X 



5. Art . 





















X 


6. Arts and Crafts. 





X 


X 

X 





X 


X 




X 




7. Art Objects . 

X 






















9. Brick Making. 



X 




















10. Business and Finance . 


X 







X 




X 

X j 









11. China Painting . 






















12. City Planning . 







X 
















13. Cigarette Manufacturing . 









X 














14. Colonial Industry . 








X 















15. Commerce . 




















X 



16. Co-operative Organizations . 






X 

















17. Copper Work and Ware . 



















X 




18. Constitution . 





X 


X 
















19. Character and Manners . 







X 
















20. Cuisine . 







X 






X 










21. Culture . 







X 
















22. Dairying . 


X 

j . 




















23. Dancing . 



















X 




24. Developing Southwest . 










X 













25. Discovery . 



! x 










X 



X 

X 






26. Drama . 











X 











27. Education . 


— 


X 

X 







X 


X 


X 




X 

l- 


28. Engineering . 



















X 


29. Exploration . 







X 



X 













30. Fermented Milk . 

X 






















31. Fisheries . 






X 




X 





X 








32. Folk Dances .. 


X 



X 







X 






X 



X 


33. Folk Drama . 














X 









34. Folk Literature . 



| 











X 


X 







35. Fruit and Flower Trade . 









X 

X 





X 








36. Fur Trade . 









X 














37. Furniture Manufacturing . 





X 


















38. Games and Sports . 





X 















X 

X 


39. Gardening . 















1 1 



X 


X 

40. General Industry . 




X 

X 


X 

X 



X 


X 

X 

X 


X 

X 

X 

X 

X 

41. Humor . 












X 




X 




X 



42. Irrigation . 










X 

















































































































































































































































































































THE IMMIGRANT A VITAL FACTOR 


73 


“America in the 
Making” 

(Continued) 

Armenian 

Czechoslovakian 

Danish 

Dutch ! 

English 

Finnish j 

French | 

German 

Greek j 

Hispanic 

Hungarian 

Irish 

Italian 

Jewish 

% 

55 

o 

bt 

.P 

o 

u 

be 

0) 

£ 

Norwegian 

Polish 

Russian 

Scottish 

Swedish 

Welsh 

43. Indian Alliances . 




X 



















44. Interior Decorations . 




X 



















45. Invention . 




















X 

X 


46. Iron and Steel . 






















X 

47. Journalism . 











X 












48. Kindergarten . 








X 















49. Language . 





X 





X 













50. Labor . 









X 

X 






X 







51. Law . 





X 


















52. Literature . 





X 







X 


X 


X 







53. Live Stock Breeding . 










X 













54. Lobster Fishing . 









X 














55. Lumbering . 






X 

















56. Manufacturing Occupations . 

X 

X 




l X 

















57. Music . 


X 


« 

X 


X 

X 


X 

X 

X 

X 


X 

X 

X 

X 

X 

X 

X 

X 

58. Navigation . 


X 




X 











X 




X 


59. Pearl Button Manufacturing _ 


X 





















60. Philanthropy .. 














X 









61. Photo Engraving . 

X 






















62. Physical Training . 


X 






X 










X 



X 


63. Politics . 












x 











64. Political Institutions . 





X 



X 















65. Public Administration . 











X 











x 

66. Restaurants . 

X 






















67. Revolutionary Recruits . 




X 

X 


X 

[x~ 




i x 






X 


[x 


! x 

68. Rugs . 

X 






















69. Scholarship . 














X 









70. Settlement . 



X 

X 

X 


X 

X 


X 


X 





X 



X 

X 

X 

71. Science . 






X 
















72. Silk Culture . 

X 






















73. Silversmithing . 




X 



















74. Social Customs . 




X 

X 

















75. Sponge Fishing . 









X 











I 



76. Stage . 












x 


X 









77. Tailoring . 


X 





















78! Temperment . 












x 

X 










79. Tolerance . 




X 

X 


















80. Tobacco Manufacturing . 










X 













81. Transportation . 











X 












82. Union . 




















X 



83. Wire and Tin Manufacturing .... 


X 





















84. Wood Making . 

X 






















No te.—The above study is not claimed to be complete but it may serve as a basis for further investigation. 

Note._Hispanic include: Spanish, Portuguese and Latin Americans. Jugo-Slavs include: Serbs, Croats and 

Slovenes. 







































































































































































































































































































74 


AMERICANIZATION IN PHILADELPHIA 


TABLE XII 

Racial Distribution of Ability 

The Hon. Henry Cabot Lodge made a study of the racial distribution of 
ability in the United States in 1891. He took as a basis for the work 15,514 
names taken from “Appleton’s Cyclopedia of American Biography.” He rated 
persons as immigrants who came to the United States after the adoption of the 
Constitution. 

Following is their distribution as to ability and as to accomplishment: 


English . 

CJ /in Tvi c n 

. 10376 

1439 

English .. 

German . 

. . 345 
.. 245 

l-OT'VYi Q r» 

659 

Irish . 

. . 200 

XTn rvn nnot 

589 

Scotch . 

.. 151 

Scotch. 

. 436 

Scotch-Irish . 

. . 88 

TTn f pb 

336 

French. 

. . 63 

Welsh. 

. 159 

Canadian and British Columbia . . 

.. 60 

T vi cb 

.. 109 

Scandinavian . 

.. 18 

"IT vdu nb 

85 

Welsh . 

.. 16 

Scandinavian . 

. 31 

Belgian . 

. . 15 

Spanish . 

. 7 

Swiss . 

. . 15 

Italian . 

. 7 

Dutch . 

. . 14 

Swiss . 

. 5 

Polish . 

.. 13 

Greek . 

. 3 

Hungarian . 

.. 11 

Roumanian . 

. 1 

Italian . 

.. 10 

Pole . 

. 1 

Greek . 

3 


Roumanian . 2 

Spanish . 1 

Portuguese . 1 


Total .14243 Total .1271 . 

Note : This study forms an interesting basis for further investigation. It should 
be brought down to the present time. 

TABLE XIII 

Ranking of Nationalities in Population and Scientific Men 

Per cent, of Population Per cent. Scientific Men 


Great Britian . 1.2 3.4 

Germany . 2.7 1.9 

Russia. 1.7 .6 

Italy . 1.5 .1 


Summary: The above results are not due to racial superiority but to the 
fact that more men have been called from these countries or have sought posi¬ 
tions here. From 1903-10, only one man of high distinction has been called to 
this country whereas 9 scientific men of high distinction have returned to their 
native countries. 

We should bring to this country as many foreign men of distinction as would 
come at salaries from $5,000 to $10,000 a year and as many young men of promise 
as would come from $1,000 to $2,000 a year. Such men are already selected and 
their education is paid for. 

We have paid for the education of 150,000 physicians to obtain 1000 who 
are competent to advance medical science. The services of these 1,000 are 
probably worth as much as those of all others combined. The cost per physician, 
upon this basis, competent to advance science is perhaps $500,000, although his 
value is much more. 











































THE IMMIGRANT A VITAL FACTOR 


75 


TABLE XIV 

The Racial Distribution of American Men of Science 

Dr. J. McKeen Cattell, a noted American scholar, undertook (1920) a critical 
analysis of the 1154 leading men of science in the United States. He received 
replies from but 1036 and proceeded to his task. Those phases bearing upon the 
Americanization problem from the standpoint of racial contributions are here¬ 
with given. 


Nationality of Parents of American Men of Science. 


Nationality 

Both 

Father 

Mother 

Total 

American . .. 

... 628 

23 

43 

660.5 

English . 

. . . 48 

36 

28 

80 One family Jewish. 

Scotch . 

9 

13 

15 

23 

Irish. 

4 

10 

12 

15 

Canadian . .. . 

. . . 14 

3 

7 

19 

German . 

.. . 54 

23 

12 

71.5 Of which 8% are Jewish. 

Norwegian .. 

6 



6 

Swedish. 

6 



6 

Danish. 

1 

2 

1 

2.5 

Russian . 

6 



6 Of which 5% are Jewish. 

Dutch. 

... 3 

3 

5 

7 

French. 

6 

6 

2 

10 

Swiss . 

6 

4 


8 

Italian . 


1 


0.5 

Japanese .... 

2 



2 

Total . .. 

... 793 

124 

124 

917 


Summary: 12.6% of our leading scientific men are foreign-born; 12.6% are 
native-born of foreign parentage; 7.1% have one parent foreign-born. Therefore 
the foreign-born and those of foreign parentage contribute slightly less than the 
native-born to the scientific productivity of America. 

“The farm produces relatively fewer scientific men, lower proportion of high 
distinction and the larger proportion of lowest class. Cities have produced twice 
as many men of science, in proportion to the population, as has the country. 

“Nearly one-half of the men of science come from the professional classes, 
although they compose only one-thirtieth of the population. 

“Not one scientific man has come from the domestic or laboring classes.”_ 

American Men of Science. 

TABLE XV 

The Occupations of Fathers of Scientific Men 


Number p e r cent 

Professional . 381 43.1 


Clergymen . 

. 89 

10.1 


Physicians . 

. 66 

7.5 


Lawyers . 

. 58 

6.6 


Teachers . 

. 74 

8.3 


Others . 

. 94 

10.3 


Manufacture and Trade 

. 316 


35.7 

Agricultural . 

. 188 


21.2 

Summary: “Professional classes have contributed 14 times as 

many scien- 

men as all other classes; 

agricultural classes one-half 

as many as manu- 


facturing or trading classes. 


























76 


AMERICANIZATION IN PHILADELPHIA 


Historic Philadelphia 


Sr 

4 



Christ Church, on Second Street, north of Market, is closely con¬ 
nected with the history of Philadelphia. It was erected in 1727 to replace 
a one-story structure which had occupied the site since 1695. President 
Washington and President Adams each had a pew here, and here Ben¬ 
jamin Franklin and Henry Clay worshiped. The Church is open from 
9 to 3 daily except Saturday, and contains many interesting memorials. 






















THE IMMIGRANT A VITAL FACTOR 


77 


TABLE XVI 

Importance of an Accurate Citizenship Census of Foreign Born 

Employees 

Too much emphasis cannot be placed upon accurate information relating 
to the citizenship status of employees. There is a distinct advantage in knowing 
the magnitude of the work to be done along this line, in order that it may be 
attacked in an efficient manner. The table which follows, of the foreign-born 
employees of the Pennsylvania Railroad and their citizenship status, is an ex¬ 
cellent illustration of the point in question. 


Nationality Total 


Italian. 


A 

B 

2002 

c 

1633 


D 

1736 

Irish . 


... 2505 

1953 

362 


190 

Polish . 



285 

258 


264 

German . 


... 787 

636 

80 


71 

Austrian. 


... 772 

309 

199 


264 

English. 


... 673 

493 

90 


90 

Russian . 


... 620 

256 

169 


195 

Hungarian . 


... 305 

128 

93 


84 

Scotch. 


... 304 

152 

59 


93 

Mexican . 


... 187 

13 

29 


145 

Swedish . 

.... 

... 185 

141 

22 


22 

Norwegian. 


... 170 

126 

35 


9 

West Indian. 


... 145 

28 

27 


90 

Spanish . 


... 140 

13 

26 


101 

Czecho-Slovakian . . . 


... 124 

42 

29 


58 

Canadian . 


... 118 

76 

17 


25 

Portuguese. 


.. . 85 

8 

2 


75 

French . 


52 

35 

10 


7 

Danish . 


49 

41 

7 


1 

Roumanian . 


39 

19 

13 


7 

Dutch . 


38 

21 

9 


8 

Swiss . 


35 

30 

5 


.... 

South American . ... 


... 33 

11 

8 


14 

Welsh . 


27 

24 

1 


2 

Greek . 


24 

10 

4 


10 

Armenian. 


20 

6 

7 


7 

Lithuanian . 


20 

10 

3 


7 

Jugo-Slav. 


19 

5 

5 


9 

Syrian. 


19 

8 

4 


7 

Belgian. 


19 

13 

6 


.... 

Ukranian . 


19 

5 

11 


3 

Galician . 


17 

3 

5 


9 

Bohemian. 


15 

9 

3 


3 

Porto Rican. 


14 

11 

.... 


3 

Turkish. 


11 

7 

2 


2 

East Indian. 


11 

5 

5 


1 

Serbian . 


10 

4 

2 


4 

Australian . 


9 

6 

2 


1 

African. 


8 

2 

.... 


6 

Bulgarian . 


7 

1 

5 


1 

Finnish. 


6 

3 

2 


1 

Cuban . 


6 

1 

3 

/ 

2 

Macedonian . 


5 

.... 

1 


4 

Costa Rican. 


5 

.... 

3 


2 

Central American . . 


2 

1 

1 


.... 

Egyptian . 


1 

.... 

.... 


1 

Japanese . 


1 

1 

.... 


.... 

Total . 


...13839 

6953 

3257 


3629 


Per cent. Naturalized, .73. 

Legend: A—Number foreign-born employees. B—Citizens. C—First Papers. D—Employees unnaturalized. 
August 1, 1923. 


















































78 


AMERICANIZATION IN PHILADELPHIA 


Detailed Information for Ready Reference 
for Americanization Workers 

Miscellaneous Agencies Related to Americanization: 

1. American Legion. Phone, Filbert 5217. Address, 933 Chestnut Street. 

2. Associations of Philadelphia Settlements. Phone, Lombard 2842. Address, 

428 Bainbridge Street. 

3. Babies’ Welfare Association. Phone, Spruce 5759. Address, 1615 Sansom 

Street. 

4. Baptist Union of Philadelphia. Phone, Spruce 2472. Address, 1701 Chest¬ 

nut Street, room 503. 

5. Casa DTmmigranti (Immigrant House). Phone, Filbert 5262. Address, 10th 

and Bainbridge Streets. 

6. Catholic Cathedral Office. Phone, Spruce 0936. Address, 1710 Summer Street. 

7. Children’s Aid Society of Pennsylvania. Phone, Locust 3600. Address, 1430 

Pine Street. 

8. Children’s Bureau. Phone, Locust 3600. Address, 1432 Pine Street. 

9. Civic Club. Phone, Walnut 6569. Address, 1300 Spruce Street. 

10. Council of Jewish Women (Immigrant Aid—Americanization). Lombard, 

1095. Address, 275 South Fourth Street. 

11. Colonial Dames Pennsylvania Society. Phone, Spruce 7080. Address, 1630 

Latimer Street. 

12. Daughters of the American Revolution. 

13. Federation of Jewish Charities. Phone, Locust 5182. Address, 1512 Walnut 

Street. 

14. Federazione Italiana (Italian Federation). Phone, Walnut 7305. Address, 

1011 South Eighth Street. 

15. Friends’ Alien Relief Committee. Phone, Rittenhouse 2765. Address, 20 South 

Twelfth Street. 

16. Friends’ Neighborhood Guild. Phone, Market 0308. Address, Fourth and 

Green Streets. 

17. German Society of Pennsylvania. Phone, Market 4365. Address, Spring 

Garden and Marshall Streets. 

18. Girls’ Friendly Society of America. Phone, Locust 3281. Address, 2059 

Catherine Street. 

19. Graphic Sketch Club. Phone, 7847. Address, 719 Catherine Street. 

20. League Protection Committee for Working Women. Phone, Filbert 5150. 

Address, 124 South Twelfth Street. 

21. Lithuanian American Citizens’ Association of Philadelphia. Phone, Lombard 

4966. Address, 928 East Moyamensing Avenue. 

22. Lutheran Inner-Mission Board. Phone, Walnut 1243. Address, Thirteenth 

and Spruce Streets. 

23. Methodist Mission and Church Extension. Phone, Locust 2314. Address, 

Seventeenth and Arch Streets. 

24. Mothers’ Assistance Fund. Phone, Walnut 4649. Address, 917 Locust Street. 

25. Municipal Court of Philadelphia. Phone, Electrical Bureau. Address, City 

Hall (Probation Department). 

26. New Century Club. Phone, Filbert 5150. Address, 124 South Twelfth Street. 

27. Octavia Hill Association. Phone, Lombard 5862. Address, 613 Lombard 

Street. 

28. Order Sons of Italy of America. Phone, Oregon 2602. Address, 1726 South 

Broad Street. 

29. Patriotic Order Sons of America. Phone, Poplar 5275. Address, 1317 North 

Broad Street. 

30. Philomusian Club. Phone, Preston 4587. Address, 3944 Walnut Street. 

31. Polish American Association. Phone, Kensington 5360. Address, 2806 East 

Allegheny Avenue. 


INFORMATION FOR READY REFERENCE 


79 


32. Presbyterian Board of City Missions and Church Extension. Phone, Filbert 

3275. Address, Room 721, Witherspoon Building. 

33. Protestant Episcopal Church Work Among Foreign-Born. Spruce 8360. Ad¬ 

dress, 202 South 19th Street. 

34. Reformed Church Committee of Social Service. Phone, Spruce 6347. Ad¬ 

dress, 15th and Race Streets. 

35. Russian Christian Benevolent Association. Phone, Market 3025. Address, 

414 Green Street. 

36. Slovak Hall Association. Phone, Market 6235. Address, 512 Fairmount 

Avenue. 

37. Slovak League of America. Phone, Electrical Bureau. Address, City Hall, 

Room 71-A. 

38. Swedish Beneficial Society. Phone, Poplar 5458. Address, 1438 Poplar St. 

39. Ukranian American Citizens’ Association. Phone, Market 2335. Address, 

849 North Franklin Street. 

40. United States District Court. Phone, Walnut 431. Address, Room 308 

Federal Building, 9th and Market Streets. 

41. Veterans’ Foreign War Association. Phone, Oregon 8269-R. Address, 1834 

South 15th Street. 

42. Young Hungarian Beneficial Association. Phone, Kensington 3209. Address, 

1229 North Sixth Street. 

Note: For further information consult the Social Service Directory of Philadel¬ 
phia Municipal Court, City Hall, Philadelphia. 


City Settlement Houses: 

Ward Institution Address 

1 Reed Street Neighborhood House.714 Reed Street. 

2 Southwark Neighborhood House.101 Ellsworth Street. 

3 College Settlement of Philadelphia . .. .433 Christian Street. 

4 Settlement Music School .416 Queen Street. 

4 Neighborhood Center.428 Bainbridge Street. 

4 Workmen Place House .2529 Webster Street. 

5 Stanfield Playgrounds.502 South Front Street. 

6 Methodist Deaconess Home.611 Vine Street. 

7 University House.2601 Lombard Street. 

7 Western Community House.1613 South Street. 

7 Starr Center Association.725 Lombard Street. 

11 St. John’s House .Corner Brown and Bodine 

12 Friends’ Neighborhood Guild.524 North Orianna Street. 

13 Lutheran Settlement .1333 Frankford Avenue. 

30 Webster Street House.2529 Webster Street. 

33 The Lighthouse .146 West Lehigh Avenue. 

33 St. Agnes House .258 East Ontario Street. 

39 St. Martha’s House ....2029 South Eighth Street. 

40 Madonna House .915 Montrose Street. 


Sts. 


City Recreation Centers: 

Athletic Center. 

Bellefield Playground . 

Cohocksink Center . 

Disston Center. 

East Germantown Center . 

Francisville Center . 

Funfield Center. 

Haddington Center . 

Hancock Square Center . .. 

Happy Hollow Center. 

Hissey Center . 

Kensington Center . 


26th and Master Streets. 

21st Street and Nedro Avenue. 

Cedar and Cambria Streets. 

Longshore and Dittman Streets. 

Chelten Avenue and Ardleigh Street. 
Francis and Shirley Streets. 

22d Street and Sedgley Avenue. 

57th Street and Haverford Avenue. 
Hancock and Jefferson Streets. 

Wayne Avenue, opposite W. Logan Street, 
C Street and Indiana Avenue. 

Frankford Avenue and Berks Street. 































80 


AMERICANIZATION IN PHILADELPHIA 


Kingsessing Center . 

McCoach Center . 

Seger Playground . 

Sherwood Center. 

Shot Tower Center. 

Smith Center . 

Starr Garden Center ... 

Stenton Center . 

Sunshine Center. 

Tip Top Center. 

Vare Center. 

Viaduct Playground .... 

Waterview Center . 

Waterview Annex. 

Water Tower Center ... 

Weccacoe Center. 

Westmoreland Center ... 

Whitehall Center . 

Wissahickon Playground 
Womrath Playground . 
Wrightsville Center 


.51st Street and Chester Avenue. 

.17th and Fitzwater Streets. 

.10th and Lombard Streets. 

.56th and Christian Streets. 

.Front and Carpenter Streets. 

.24th and Jackson Streets. 

.7th and Lombard Streets. 

.16th Street and Wyoming Avenue. 

.6th and Christian Streets. 

.Front and Allen Streets. 

.26th and Morris Streets. 

.9th and Jefferson Streets. 

.Haines Street and McMahon Avenue. 
.502 East Haines Street. 

.Hartwell and Sullivan Streets. 

.4th and Catherine Streets. 

.5th and Westmoreland Streets. 
.Torresdale and Wakeling Streets. 

. Queen Lane, Bellefield and Pulaski Sts. 
.Kensington Avenue and Adams Street. 
.28th Street and Passyunk Avenue. 


City Health Centers: 

Health Center No. 1 . 
Health Center No. 2 . 
Health Center No. 3 . 
Health Center No. 4 . 
Health Center No. 5 . 
Health Center No. 6 . 
Health Center No. 7 . 
Health Center No. 8 . 
Health Center No. 9 
Health Center No. 10 


.12th and Carpenter Streets. 
.2133 South 8th Street. 

.431 East Girard Avenue. 
.1618 Point Breeze Avenue. 
.2624 Kensington Avenue. 
.3826 Germantown Avenue. 
.4515 Lancaster Avenue. 
.711 South Second Street. 
.2016 Lombard Street. 

.6029 Woodland Avenue. 


Tuberculosis Clinics: 

Germantown Hospital, Penn and Chew Streets. 

Jefferson Hospital, Tenth and Sansom Streets. 

Jewish Hospital, York Road below Tabor Road. 

Light House, 152 West Lehigh Avenue. 

Memorial Hospital of Roxborough, Ridge Avenue and Jamestown Street. 
Mt. Sinai Hospital, 1429 South Fifth Street. 

North East Hospital, Allegheny Avenue and Tulip Street. 

Philadelphia General Hospital, 34th and Pine Streets. 

Phipps Institute, Seventh and Lombard Streets. 

St. Agnes Hospital, Broad and Mifflin Streets. 

Tuberculosis Clinic, 1724 Cherry Street. 

Women’s Medical College Hospital, 21st and College Avenue. 


Neighborhood Houses: 

College Settlement, 433 Christian Street. 

Community Center, 17th and Sansom Streets. 

Friends’ Neighborhood Guild, Fourth and Green Streets. 
Lutheran Settlement, 1333 Frankford Avenue. 

Methodist Episcopal Deaconess Home, 611 Vine Street. 
Reed Street Neighborhood House, 714 Reed Street. 

St. John’s House, 723 North Bodine Street. 

St. Martha’s House, 2029 South Eighth Street. 

































INFORMATION FOR READY REFERENCE 


81 


Settlement Music School, 416 Queen Street. 

Southwark Neighborhood House, 101 Ellsworth Street. 

Stanfield Playgrounds, 502 South Front Street. 

The Light House, 146 West Lehigh Avenue. 

University House, 2001 Lombard Street. 

Webster Street House, 2529 Webster Street. 

Western Community House, 1613 South Street. 

Workman Place House, 756 South Front Street. 

Philadelphia Libraries: 

Apprentices’ Library, Broad and Brandywine Streets, Poplar 5598. 

Free Library of Philadelphia, 13th and Locust Streets, Spruce 8891. 

Friends’ Free Library, 5418 Germantown Avenue, Germantown 6023. 

Friends’ Library, 142 N. 16th Street, Spruce 3130. 

George Institute Library, 52d below Lancaster Avenue, Belmont 10510. 

Krauth Memorial Library, 7301 Germantown Avenue, Chestnut Hill 4874. 
Mercantile Library, 14 South Tenth Street, Filbert 4213. 

St. John’s Parish Hall Library, Rectory, Manayunk 2253. 

Stephen Library, Wm. B., Kraus Avenue, Manayunk 0126. 

Womrath’s Library, 15 South 13th Street, Walnut 2045. 

Philadelphia Newspapers: 

English Language 

1. The Evening Bulletin, City Hall Square, phone, Locust 4400. 

2. The Evening Ledger, Independence Square, phone, Lombard 8300. 

3. The Inquirer, 1109 Market Street, phone, Filbert 3300. 

4. The North American, Broad and Sansom Streets, phone, Walnut 2100. 

5. The Public Ledger, Independence Square, phone, Walnut 8300. 

6. The Philadelphia Record, 917 Chestnut Street, phone, Walnut 2300. 

Foreign Language 

1. American Ukranian Daily News, 817 N. Franklin Street, phone, Market 2419. 

2. German Gazette-Democrat, 924 Arch Street, phone, Filbert 4686. 

3. Italian Daily L’Opinione, 1011 S. 8th Street, phone, Walnut 5946. 

4. Italian Daily Progresso, 926 S. 9th Street, phone, Walnut 4893. 

5. Jewish Daily Forward, 5th and Pine Streets, phone, Lombard 2732. 

6. Jewish Exponent Publishing Co., 608 Chestnut Street, phone, Lombard 6264. 

7. Jewish World, 233 South 5th Street, phone, Lombard 8020. 

8. l’Naizzade, (Lith.) 3654 Richmond Street. 

9. Polish Gwiazda, 3022 Richmond Street, phone, Kensington 1171. 

10. Polish Patryota, 2260 Richmond Street, phone, Kensington 0862. 


The Foreign Language Press 

There are 1254 foreign language newspapers published in the United States. 
For a complete tabulation as to number and language consult The American 
Newspaper Annual Directory, published by N. W. Ayer & Son, Philadelphia. 





82 


AMERICANIZATION IN PHILADELPHIA 


Historic Philadelphia 



Liberty Bell, cast in 
1752 for the Pennsylvania 
State House, bearing the 
inscription “Proclaim Lib¬ 
erty Throughout the 
Land.” Its joyful notes 
did indeed proclaim liberty 
when it rang forth to an¬ 
nounce to Philadelphians 
that within the State House 
the independence of the 
Colonies had been de¬ 
clared. 


State House, usually called Independence Hall, on Chestnut Street 
between Fifth and Sixth Streets, facing Independence Square. This is 
the birthplace of American Liberty, for in a room here the delegates 
from the American Colonies met and issued the Declaration of Indepen¬ 
dence. Passed on July 4, 1776, it was publicly proclaimed from a plat¬ 
form in the Square on July 8th. In the main corridor the Liberty Bell, 
shown above, is carefully preserved. The last time it was rung was in 
1835, in memory of Chief Justice Marshall. 






RECOGNITION MEETINGS OF THE FOREIGN BORN 


83 


Annual Recognition Meetings for the Foreign Born 
of Philadelphia 


The New Century Club House-warming 

The New Century Club has annual house-warmings to which are invited the 
foreign born of the community which this club serves. At first it was difficult 
to reach these people. Few invitations to these affairs were accepted at first but 
as soon as the foreign born realized that the club had only the best of intentions, 
they changed. Now the club headquarters are too small for all the guests they 
would invite and have present; a selected list is used. 

There should be more of these social affairs to which the new citizens should 
be invited that they may have an opportunity of intermingling with the best 
type of Americans. 


Welcome to New Citizens 
February 27th, 1923 

BY 

The Philomusian Club of Philadelphia 


PROGRAM 


“America” .Audience All Singing 

Led by Miss Virginia Henderson, Director of Music, West Philadelphia 
High School for Girls 

Greeting.Mrs. Herman H. Birney 

President of Philomusian Club. 


Soprano Solos 


.Miss Mildred Bowman 

Miss Anna Lefevre at the piano. 


Pledge to the Flag.Entire Audience 

Led by Howard C. McCall Post American Legion 

Address.Rev. Arthur C. Baldwin, D. D. 


Violin Solo 


Miss E. Laura Hannum 


“The American’s Creed”.William Tyler Page 

Presented by Pennsylvania Society D. A. R. 

Parting Words.Mr. John C. F. Gordon 

Chief Naturalization Examiner. 


“America, the Beautiful” 


Audience All Singing 


Coffee Served in Hallway. 













AMERICANIZATION IN PHILADELPHIA 

Music Week Racial Group Program 

Tuesday, May 15, 1923. 

Philadelphia Academy "of Music 

Sponsored by the Americanization Committee of the Chamber of Commeice. 

1. Lithuanian Group—Directed by Joseph Jurciukonis 

a. Aras (The Eagle) 

b. Vakarine Dana (The Evening Song) 


2. Polish Group—Directed by William Grigaitis. 

a. O j W Polu Jezioro. (There is a Pond in the Field) Folk Song 

b. Kolysanka. (Cradle Song). Folk Song 

c. Porownaj Boze Gory Doliny. (Oh. God, Level the Mountains and 

Valleys) Folk Son § 

d. Narzekanie Dziewczyny. (Maiden’s Wail) Folk Song 

e. Two Kolendy. (Two Carols). Folk Son § 

Miss Helen Josefowski, Chairman 


3. Slovak Group—Directed by Rev. Paul Bednar. 

a. Chvalte Boha (0 Sing Unto the Lord) 

b. Jak Krasny je Sion (Beautiful Zion) 

c. Har Sa Bratia (Slovak Patriotic Song) 

4. Armenian Group—Directed by M. E. Yardumian. 

a. Goohn Ara (The Lover’s Grave) 

b. Dsaghgots Muda (The Heroes) 

5. Chinese Group—Directed by E. C. Ling. 

a. Chinese Folk Songs. 

6. Ukrainian Group—Directed by Eugene Yokubovich. 

a. Ukranian National Songs. 

1. I Go to the Mill. 

2. The Cuckoo Has Flown. 

3. In the Young World. 

4. I Know I Know. 

b. Ukranian Dance—Kolomyika. Directed by M. Rybak. 

7. Scandinavian—Lillian Fraser in selected Folk Songs, accompanied by ac- 

cordian. 

a. Jeg Elser dig (I Love Thee—Norwegian) 

b. Arnes Sang (Arne’s Song—Danish) 

c. Die Ganila du Fria (Thou Ancient, Thou Free—Swedish) 

d. Maskrosoruas Vera (The Dandelion Song) 

e. Flickangari Dansen (A Maiden One Day Was Dancing) 

8. Rumanian Group—Directed by Nasila Toconita. 

a. Sfant Dommul Savaot (Saint the Son) 

b. Trumbetele Suna (The Blaring of the Trumpets) 

c. Glorie in Lupta (Glory of Battle) 

9. Folk Dancing. 


10. Armenian Dance. 


RECOGNITION MEETINGS OF THE FOREIGN BORN 


85 


11. Italian Group—Directed by Prof. Antonio 0. Scadduzio. 

a. Vocal Music. 

1. Funiculi, Funiculi. 

2. Santa Lucia. 

b. Dancing—Two Tarantella Dances—Mr. M. G. Montrezza, Director. 

12. Scotch Group—Calendonia Club. 

a. Bag Pipes, etc. John Gould, drum major; Jas. Morrison, pipe major. 

13. Grand Ensemble—Mrs. James Anders, Goddess of Liberty. 

Mrs. Eleanor Abbott, of Plays and Players, in charge of scenic and 
stage effects; Mrs. William Hubbard assisting on program; Mrs. 
Agnes Glune Quinlan, accompanist; Mrs. Clara Barnes Abbott, 
director of Music League. 


Naturalization Ceremony 

Wednesday, April 26, 1922 

AT HALF PAST SEVEN O’CLOCK 

WILLIAM PENN HIGH SCHOOL 
Fifteenth and Wallace Streets 

William Rowen, President of The Board of Public Education, presiding 

PROGRAM 

1. Music—Orchestra James Campbell School. 

A. J. Emrey, Principal 

2. Pageant—“Liberty,” by Pupils of Seventh School District. 

Arranged by Miss Flora Mager and Miss Elizabeth Eckard 

3. Address—T. B. Shoemaker 

Deputy Commissioner of Naturalization, United States Department of Labor 

4. Presentation of Naturalization Certificates 

John C. F. Gordon, Chief Naturalization Examiner 

5. Welcome to New Women Citizens 

On behalf of Civic and Philomusian Clubs, Mrs. Herman H. Birney, 
President, Philomusian Club 

6. Salute to the Flag by 

a. Howard C. McCall Post, No. 20. 

b. Salute to the Flag (recited by the audience). 

“I pledge allegiance to my Flag; and to the Republic for which it stands; 
one Nation indivisible, with Liberty and Justice for all.” 

c. Bugle Salute. 

Program arranged by Public Schools, Americanization Committee of the Chamber 
of Commerce, Civic Club, Philomusian Club, and Howard C. McCall Post, No. 20, 
American Legion. 



86 


AMERICANIZATION IN PHILADELPHIA 


Suggestive Outline for General Americanization Address 
Based Upon Facts Set Forth in This Plan 

I. Introduction: 

1. Governed by kind and size of group. 

2. Conditioned upon the type of introduction by chairman. 

3. Depends upon the specific message you desire to bring. 

4. Your place upon the program is a chief factor. 

5. The psychology of the audience must be considered. 

II. Show the Necessity for a City-Wide Americanization Program. 

1. General statistics to support you. General statement for its necessity, 

pages 59, 63, 64, 65, 67-69. 

2. Give short snappy statements found on page 7. 

3. Give local facts regarding the specific ward in which you are speaking 

page 60. 

4. Give illiteracy percentages, page 61. 

5. Give distribution of population as per graph opposite page 62. 

6. Show racial distribution of illiteracy, page 62. 

7. Give the racial groups by number, page 60. 

III. Show the Need of the Foreign-Born in Philadelphia: 

1. Pages 71 to 77. 

IV. Show How Philadelphia is Going to Meet Its Americanization Re¬ 

sponsibility : 

1. Outline the program in brief sentences as given on pages 8 and 9. 

2. Amplify the special features in the program which will appeal to your 

audience, choosing your material from pages 10 to 28. 

3. Emphasize Law Enforcement, pages 51 to 58. 

V. Make Your Appeal to the Audience to Accept One of the Specifically 
Detailed Programs: 

1. Choose the one you think suitable for your group and then analyze it 

and enlist the group for service. The programs from pages. 29 to 48. 

2. Suggest that they work through the Americanization committee of 

their ward. If none exists suggest that an organization be formed 
as per page 18. (Organization of Americanization Committee). 

VI. Conclusion : 

1. Use “objectives” of the city-wide program, page 9. 

Suggestions: 

1. Familiarize yourselves with the quotations found in the book. 

2. Master the essential facts that you may make a strong appeal. 


OUTLINE FOR AMERICANIZATION ADDRESS 87 

3. Collect a number of illustrations which will help you in driving 

home the facts. 

4. Don’t ramble in your presentation, the people have been talked to so 

long that they now want facts and then action. 

5. Accept no engagement just “to make a talk;” if you speak enlist the 

group for service. 

6. Associate yourself with the speaker’s bureau of some agency asso¬ 

ciated with the City-Wide Americanization Plan. 

7. In case of doubt or if in want of further information call the Amer¬ 

icanization Bureau of the Chamber of Commerce. Phone, Walnut 
5961, Twelfth and Walnut Streets. 


Citizenship Creed as Formulated by American Bar Association 

1. I am living under a government—and am myself a part of such government— 
wherein at least an elementary knowledge of the nature and principles of this Govern¬ 
ment must be generally diffused among the great mass of its citizens. I therefore 
believe it to be my duty to inform myself on American history, the foundations of 
our Government as embodied in the United States Constitution, and the application 
of the principles therein contained to present-day problems. 

2. Since ours is a government of, for and by the people, it is by the very same 
token a government of and by public opinion. It is, therefore, my duty as a good 
American citizen to help form public opinion in the community in which I live in 
order that all citizens may hold intelligent, just, and humane views on governmental 
questions and endeavor to have such views embodied in our laws. 

3. Since popular government is shaped in the first instance by the exercise of 
suffrage, it is one of my primary duties as a good American citizen to cast my ballot 
in all local, state and national elections and to urge my fellow-citizens to do the same. 

4. Since ours is “a government of laws and not of men/’ and since an orderly 
government can exist only through laws justly administered and impartially enforced, 
I declare it to be my duty as a good citizen to serve as a juror whenever summoned, 
and to use my influence in every proper way to the end that lawyers, judges and jurors 
so conduct the administration of justice as to entitle the law and the courts to 
popular approval and support. 

5. I believe that we Americans have the best government that has ever been 
created—the freest and the most just for all the people—and that it is my duty 
to uphold and defend this Government at all times. I believe that just as the 
“Minute Man of the Revolution” was ready upon a moment’s notice to defend his 
rights against foreign usurpation, it is my duty as a patriotic American to be a 
“Minute Man of the Constitution,” ready at all times to defend the long-established 
and cherished institutions of our Government against atacks, either from within or 
without, and to do my part in preserving the blessings of liberty for which my 
Revolutionary forefathers fought and died. 

6. I believe that as a good American citizen I must maintain continuously a 
civic consciousness and conscience; that my country needs my active service in times 
of peace no less than in war; that patriotism must be a constituent part of my 
religion; that no prouder boast can emanate from my lips than truly to declare, “I am 
an American citizen” and that as an American citizen the Constitution of the United 
States ought to be as actual a part of my life and of my religion as the Sermon on 
the Mount .—Citizenship Committee, American Bar Association , 1923. 



88 


AMERICANIZATION IN PHILADELPHIA 


Americanization Bibliography for Reading Courses and 
Americanization Teachers and Workers 

*Books available in the Southwark Branch of the Free Library of Philadelphia; the 
name and address of publishers are not given for these books. 


Americanization : 

A. Americanization Studies, Carnegie Foundation, Harper Bros., New York. 

1. Breckinridge . .. .New Homes for the Old. 

2. Burns .Summary of the Studies. 

3. Claghorn .The Immigrant’s Day in Court. 

4 . Davis .Immigrant Health and the Community. 

* 5. Daniels.Americanization via the Neighborhood. 

6. Gavit.Americans by Choice. 

7. Leiserson.Adjusting Immigrant and Industry. 

8. Park .The Immigrant Press and Its Control. 

* 9. Park and Miller. .Old World Traits Transplanted. 

10. Speek .A Stake in the Land. 

*11. Thompson .Schooling of the Immigrant. 

B. 

12. Aronovici.Americanization, Keller Publishing Co., St. Paul. 

13. Bierstadt .Aspects of Americanization, Stewart, Kidd Co., 

Cincinnatti, Ohio. 

*14. Bogardus.Essentials of Americanization, University of South¬ 

ern California, Los Angeles. 

15. Davis .Immigration and Americanization, Ginn & Co., New 

York City, New York. 

16. Griscom .Americanization, MacMillan Publishing Co., N. Y. 

17. Baldwin .Americanization and Citizenship, Houghton, Mifflin 

Co., Boston, Mass. 

18. Roberts.The Problem of Americanization, MacMillan Co. 

*19. Talbot.Americanization. 

Assimilation : 

20. Draschler .Democracy and Assimilation, MacMillan Co. 

21. Weiss .The Sieve-Page Publishing Co., Boston, Mass. 

Citizenship: 

*22. Beck .Alien’s Textbook in Citizenship. 

23. Bryce .Hindrance to Good Citizenship, Yale University 

Press. 

*24. Dixon .Americanization. 

*25. Dunn .Community and the Citizen. 

26. Dunn .What Every Citizen Should Know, Ginn & Co. 

*27. Fowler .How to Obtain Citizenship (English and Italian). 

*28. Fowler .How to Obtain Citizenship (English and Yiddish). 

*29. Fryer .Community Interest and Public Spirit. 

30. Hadley .Freedom and Responsibility, Yale University Press. 

31. Higgins.We the People, Orchard Hill Press, Croton-on-the- 

Hudson, New York. 

*32. Hill and Davis .. Civics for New Americans. 

33. Jenks and Smith.We and Our Government, Boni, Liveright, New York. 

*34. Leighton.Making Americans. 

*35. Lewis .What Every Citizen Should Know. 

36. McPeters, Cleve¬ 
land & Jones . . .Citizenship Dramatized, Henry Holt Co., New York. 

*37. Mintz .First Reader for New American Citizens. 

*38. Mints .New American Citizens. 



































BIBLIOGRAPHY 


89 


39. Motz .Pertinent Political Points, Cramer Publishing Co., 

Crafton, Pa. 

*40. Parsons .Land of Fair Play. 

*41. Plass.Civics for America in the Making. 

*42. Richman & Walsh Good Citizenship. 

*43. Roberts.Civics for Coming Americans. 

*44. Sharpe .Plain Facts for Future Citizens. 

45. Tarkington .The Making of Our Country, John C. Winston Co., 

Philadelphia. 

*46. Tarkington .My Country. 

*47. Webster.Americanization and Citizenship. 


Community Organization 
*48. Tarkington 
*49. Jackson . .. 

50. Mackaye . .. 

51. Perry . 

52. Smith . 

Christian Americanization : 

53. Burgess .Foreigner or Friends, 281 Fourth Ave., New York. 

54. Thompson .Religious Foundations of America, Fleming, Revel 

Co., New York. 

Crime: 

55. Osborne .Society and Prisons, Yale University Press. 

Democracy: 

*56 

57 

58 

*59 
60 

*61 

Immigration : 

*62 
*63 
*64 
*65 
*66 
*67 
*68 
*69. 

Process of Americanization : 


*70. Antin .The Promised Land. 

*71. Bok .The Americanization of Edward Bok. 

*72. Cohen .Out of the Shadow. 

*73. Husband.Americans by Adoption. 

74. Panunzio .The Soul of the Immigrant. 

*75. Ravage.An American in the Making. 

*76. Rihbany .A Far Journey. 

*77. Riis ,. Making of an American. 

*78. Steiner .From Alien to Citizen. 

*79. Stern . My Mother and I. 

*80. Stern.A Friend at Court. 


. Croly .Promise of American Life. 

. Hayes .American Democracy, Henry Holt Co. 

. Hughes.Conditions of Progress in Democratic Government, 

Yale University Press. 

. Monroe & Miller. American Spirit. 

. Root .The Citizen’s Part in Government, Yale University 

Press. 

. Wilson .New Freedom. 

. Abbott .Immigration and the Community. 

. Antin .They Who Knock at Our Gates. 

. Kellor.Immigration and the Future. 

. Razovsky .What Every Immigrant Should Know. 

. Roberts .New Immigration. 

. Steiner.Immigrant Tide. 

. Steiner .On the Trail of the Immigrant. 

, Warne.Tide of Immigration. 


Community Organization. 

Community Center. 

Community Drama and Pageantry, Houghton, 
Mifflin Co. 

Community Center Activities, Russel Sage Founda¬ 
tion, New York City. 

Our Neighborhood, John C. Winston Co. 







































90 


AMERICANIZATION IN PHILADELPHIA 


Reading For Foreign-Born: 


*81. Bachman .Great Inventors and Their Inventions. 

*82. Baldwin .Story of Liberty. 

*83. Bassett.Plain Story of American History. 

*84. Broadhurst .Verse for Patriots. 

*85. Carpenter .North America. 

*86. Chamberlain .... How We Are Clothed. 

*87. Chase & Clow .. . Stories of Industry. 

*88. Eggleston.History of the United States and Its People. 

*89. McMurry.Pioneers of the Mississippi Valley. 

*90. McMurry..Pioneers of the Rocky Mountains and the West. 

*91. Matthews.Poems of American Patriotism. 

*92. Parkman .Heroes of Today. 

*93. Roosevelt.Stories of the Great West. 

*94. Southworth & 

Paine.Bugle Calls of Liberty. 

*95. Southworth & 

Paine.Builders of Our Country. 

*96. Stevens .American Patriotic Prose and Verse. 

*97. Street.Abroad and at Home. 

*98. Tappan ..Elementary History of Our Country. 

*99. Tappan.Little Flag Book. 

100. Sanford .Modern Americans, Laurel Book Co., Philadelphia. 

101. Evans.America First, Milton Bradley Co., Philadelphia. 


Racial Background: 

102. Commons 

103. Balch . . 

104. Manango 

Social Center: 

105. Ward .The Social Center, D. Appleton Co., New York City. 

Visual Education: 

106. Keystone View Co., Visional Education, Meadville, Penna. 

107. Barnard & Evans, Citizenship in Philadelphia. 


Races and Immigrants in America, McMillan Co., 
New York. 

Our Slavic Fellow Citizens, N. Y. Charities, N. Y. 
Sons of Italy, M. E. Book Concern, Philadelphia. 


Miscellaneous Publications Relating to Americanization 

Obtainable Upon Request 

1— Proceedings of Americanization Conference—May, 1919. 

2— Bulletin Number 12—Training Teachers for Americanization—Goldberger. 

3— Bulletin Number 30—The American Spirit in Education—Mann—1919. 

4— Bulletin Number 31—Americanization in the United States—Mahoney. 

5— Bulletin Number 32—Teaching American Ideals through Literature. 

6 — Bulletin Number 76 —Community Organization—Butler—1919. 

7— Bulletin Number 80—Teaching English to the Foreign Born—Goldberger. 

B—Department of the Interior, Bureau of Naturalization, Washington, D. C.: 

1— Text books for students in Americanization classes, which are conducted 

under the supervision of the Public Schools of the community. 

2— Current leaflets upon important phases of citizenship training. 

3— Motion pictures upon America’s development, history and ideals. 

C—Miscellaneous : 

1— A Manual for Home Teachers—State Commission of Immigration and 

Housing, Sacramento, California. 

2— Americanization Day—National Americanization Committee, 20 West 34th 

Street, New York City. 

3— Industrial Americanization and National Defense—National Americaniza¬ 

tion Committee, 20 West 34th Street, New York City. 

4— The Rochester (N. Y.) Plan of Immigrant Education—Dr. Charles Finch. 
D—Publicatious Issued by State Americanization Bureaus. 


























INDEX 


PAGE 

Acknowledgment . 4 

Adequate publicity . 18 

Agencies and organizations closely related to Americanization.. 78 

Agencies which admit of co-ordination. 49 

Allegiance—Roosevelt. 9 

Alumni associations . 25 

America—Silver . 28 

Americanism campaign . 9 

American living conditions. 15 

Americanization address . 86 

Americanization Committee—Chamber of Commerce . 27 

Americanization committee organization . 18 

Americanization induces efficiency—Lee . 37 

Americanization reduces accidents—Ford . 37 

Americanization reduces turnover—Schwab . 37 

Americanization stabilizes labor—Gehris. 36 

American’s creed—Page. 6 

American working conditions—Clark . 16 

Armstrong Association of Philadelphia. 27 

Athenian oath . 39 

Betsy Ross House . 50 

Bible required to be read in public schools . 52 

Bibliography . 88 

Board of Public Education of Philadelphia. 27 

Carpenters Hall . 70 

Child labor law. 51 

Christ Church . 76 

Citizen’s creed . 87 

Citizenship campaign . 9 

Citizenship percentages of racial groups. 64 

Citizenship—race, country of birth and sex. 63 

Citizenship recognition meetings . 25 

Citizenship training . 23 

City-wide plan of Americanization . 8 

Class grouping. 22 

Class organization . 20 

Committee upon Negro migration—report. 65 

Common school branches must be taught in English. 53 

Compulsory education law. 51 

Content of school lessons. 22 

Co-operation—Kingsley. 10 

Co-operation—Kipling.*. 8 

Course of study . 20 

Death rate from tuberculosis . 68 

Death rate graph upon tuberculosis—white and negro. 69 

Democracy a device of government—Russell . 18 

Democracy—Wilson . 16 

Department of Public Health and Charities. 27 

Detailed information for ready reference. 78 

Display of the American flag. 53 

Distribution by racial ability—Lodge . 74 

Distribution of population a,s to native country . 59 

Distribution of population as to sex . 59 

Distribution of population as to suffrage . 59 

Each brought his gift—Lane. 71 

Educational program in Americanization . 29 

Efficiency induced through Americanization.-. 37 



























































92 


AMERICANIZATION IN PHILADELPHIA 


English first campaign . 

English language imperative . 

English press . 

Exploitation—Smith . 

Faith—Pepper .. 

Federal Naturalization Bureau. 

Flag—McKinley . 

Foreigner—Mamaty . 

Foreign language organizations. 

Foreign language press . 

Foreword—Miller . 

Freedom—Fisk . 

God give us men—Holland . 

Golden rule in business—Nash . 

Health centers . 

Health—Davis . 

Health—Tucker . 

Hebrew Sheltering and Immigrant Aid Society. 

Historical Philadelphia . 

Hospital classes in English. 

Hotel classes in English .. 

Housing code of Philadelphia . 

Housing condition in Philadelphia. 

Human relationships—Ford . 

Illiteracy—Broome. 

Illiteracy data by wards. 

Illiteracy data—general . 

Immigrant contributions to America . .. 

Immigrant’s faith—Hart. 

Industrial Americanization program . 

Industrial census . 

Information service—Smith . 

Instruction in the common branches in English. 

Instruction in the constitution of the United States . ... 

Instruction in play—Settle . 

Interesting facts about Philadelphia. 

International Institute of the Y. W. C. A. 

Interpretation of America—Lane . 

Just wages—Clark . 

Labor—Gompers . 

Labor turnover . 

Labor union program. 

Land where hate should die—McCarthy. 

Laws governing display of flag. 

Laws governing female labor. 

Laws governing the use of the flag. 

Laws relating to landlord and tenant. 

Laws relating to the naturalization of women . 

Laws to be considered in connection with city-wide plan 

Legal Aid Bureau of Philadelphia. 

Liberty bell . 

Location of Americanization schools. 

Location of illiterates . ... 

Map showing the location of Americanization schools . . 

Method of teaching .... 

Miscellaneous publications relating to Americanization . 

Music week racial program. 

Names of the stars in the flag. 

National Catholic Welfare Council. 


PAGE 
. 8 
. 23 
. 19 
. 9 
. 17 
. 27 
. 54 
. 10 
. 12 
. 19 
. 5 
. 18 
. 9 
. 17 
. 80 
. 15 
. 15 
. 27 
. 27 
. 21 
. 21 
. 55 
. 15 
. 17 
. 8 
62 
. 61 
. 72 
. 10 
. 37 
. 77 
. 9 
. 53 
. 52 
. 14 
. 94 
. 27 
. . 8 
. 16 
. 17 
. 37 
. 46 
. 96 
,. 53 
.. 57 
.. 58 
55 
. . 54 
.. 51 
. . 27 
. . 82 
.. 29 
. . 8 
.. 30 
. . 20 
.. 90 
. . 84 
.. 58 
.. 27 





























































INDEX 


93 


PAGE 

Native language a factor in Americanization. 12 

Naturalization ceremony . 85 

Naturalization law relating to women. 54 

Naturalization—process .. 24 

Necessity for city-wide Americanization plan. 7 

Need of a common language—Commons . 8 

Negro distribution by wards . 67 

Negro migration, housing and health. 65 

Negro migration—recent . 65 

Neighborhood houses. 80 

Newspapers published in Philadelphia. 81 

Objectives of the city-wide plan in Americanization. 9 

Occupations of fathers of scientific men. 75 

Operation of a city-wide plan . 7 

Organization . 8 

Organization charged with direct responsibility for the alien. 27 

Organization of Americanization Committee. 18 

Organizations and agencies closely related to Americanization. ; . 78 

Penn’s prayer for Philadelphia . 1 

Personal responsibility . 10 

Philadelphia Federation of Churches. 27 

Philadelphia Housing Association. 27 

Philomusian Club program for new citizens. 83 

Plant census for Americanization—form . 38 

Play—Davies . 13 

Prayer for the women who toil—Rauchenbusch. 57 

Preamble to the constitution of the American Legion. 9 

Prison classes. 21 

Program for patriotic organizations and fraternal societies. 43 

Progress—Eaton . 17 

Publicity ... 18 

Public library program . 45 

Purpose of democracy—Wilson . 16 

Purpose of the city-wide Americanization plan. 8 

Quest for democracy—Daniels . 18 

Racial distribution in industry . .'. 71 

Racial distribution of American men of science—Cattell. 75 

Racial distribution of musical ability . 71 

Racial group musical program—music week. 84 

Racial groups in Philadelphia by wards. 60 

Racial progress in naturalization . 26 

Racial responsibility—Miller . 14 

Ranking nationality in population and in scientific men. 74 

Reading the Holy Bible in public schools. 52 

Recognition meetings for foreign born. 83 

Recreation centers. 79 

Religion—Calbot . 17 

Religious organizations, suggestion for program. 46 

Results of industrial Americanization . 36 

Safety—Ford Motor Co. 37 

School program in Americanization . 31 

Segregation . 14 

Settlement—Bradford . 13 

Settlement houses. 79 

Social equality—Booker Washington . 14 

Social events. 25 

Social opportunity—Davies . 15 

Speakers’ bureau . 12 

Stars in the flag—their names. 58 





























































94 AMERICANIZATION IN PHILADELPHIA 

PAGE 

State Bureau of Employment. 27 

State house . 82 

Story telling . H 

Technical training for Americanization teachers and workers. 19 

Technique of approach. 1® 

Tenant law . 515 

Travellers’ Aid Society . 27 

University courses in Americanization. 20 

Value of play—Davies . 13 

Volunteer worker. 47 

Welcome—Penn’s ship . 48 

Welfare Federation of Philadelphia. 27 

White-Williams Foundation . 27 

Women in industry. 57 

Women’s organization—program in Americanization. 34 

Young Men’s Christian Association . 27 

Young Women’s Christian Association. 27 


Interesting Facts About Philadelphia 

There are over 6,000 industries in Philadelphia. 
Daily output is $3,000,000 worth of productions. 
In every second 15 cigars are manufactured. 

“ “ “ 10 loaves of bread. 

“ “ “ 10 pairs of stockings. 

“ “ 15 bushels of wheat loaded. 

“ “ “ 1 new saw. 

“ “ “ 11/ 2 yrds. of carpet. 

50 daily newspapers printed. 
Every 2 seconds 1 new hat. 

Every 3 seconds 1 pair lace curtains. 

Every 20 minutes a new home is erected. 

Every hour a new trolley car. 

Every 2% hours a new locomotive. 
























% 



WASHINGTON CROSSING THE DELAWARE 











96 


AMERICANIZATION IN PHILADELPHIA 


This is the Land Where Hate Should Die* 

By Denis A. McCarthy 

This is the land where hate should die, 

No feuds of faith, no spleen of race, 

No darkly brooding fear should try 
Beneath our flag to find a place. 

Lo, every people here has sent 

Its sons to answer Freedom’s call, 

Their life-blood is the strong cement 

That builds and binds the nation’s wall. 

This is the land where hate should die— 

Though dear to me my faith and shrine, 

I serve my country well when I 

Respect beliefs that are not mine. 

He little loves his land who’d cast 
Upon his neighbor’s faith a doubt, 

Or cite the wrongs of ages past 

From present rights to bar him out! 

This is the land where hate should die! 

This is the land where strife should cease! 

Where foul suspicious fear should fly 
Before our flag of light and peace! 

So, let us purge of poisoned thought 
That service to the State we give, 

And so be worthy, as we ought, 

Of the great land in which we live! 

*This poem was written by an immigrant and sung by 120,000 Boston school 
children. 




9 





LC FT. MEADE 



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